Abstract:

Teachers encounter different student thoughts in mathematical learning processes. While these thoughts sometimes show that students learn the concepts in a meaningful way, they also show the reflections of their wrong and incomplete learning. In this study, it is aimed to determine the reasons for the difficulties that students often experience in drawing heights, to reveal the opinions of mathematics teachers about the reasons for these difficulties and to determine what kind of suggestions they would offer about the difficulties experienced. It consists of 92 secondary school students and 9 secondary school mathematics teachers. In the study, the data were collected in two stages. In the first stage of the study, students studying in 8th grades was applied a test consisting of 4 open-ended questions about height. Afterwards, a scenario related to each open-ended question was prepared by the researchers in order to be applied to the teachers. In the analysis process of the data, the answers given by the students to the open-ended questions were firstly examined by the researchers and frequently made mistakes were identified. Then, the data obtained from the interviews with the teachers through the scenarios were transcribed. As a result of the research, while the teachers stated that there are different student difficulties, it has been determined that there are limited number of suggestions as a solution to eliminate different errors in students. In addition, it was seen that suggestions made as a solution by the teachers were similar to each other in different error types and difficulties. In particular, the use of expressions such as "I teach, I tell and I draw" in every scenario shows that they have adopted the "teacher-centered" education approach.

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