Abstract:

The aim of this study is to examine the greatest common divisor (gcd), the lowest common multiple (lcm) knowledge construction process of 7th grade students in a designed learning environment with the RBC+C abstraction model. The study group consisted of six 7th grade students receiving education at a public secondary school. The knowledge construction process was explored with teaching experiment method, which is among qualitative research methods based on an interpretative approach.  The process of students to the knowledge of the concepts of gcd and lcm was evaluated according to cognitive action steps of recognizing, building with, construction and consolidation. As a data collection tool, research problems were prepared by the researchers within the scope of each action step. As a result of the study, it was observed that the students were able to structure the concepts of gcd and lcm at the end of the activity.

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