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The objective of this study was to examine mathematics teachers’ conceptual understanding of irrational numbers. Data were gathered from semi-structured interviews with eight primary school mathematics teachers in Central Anatolia, Turkey. The interviews carried on with the teachers lasted about 45 minutes. To be able to record the interviews, permissions were taken from the teachers. After the interviews had been completed, they were decoded and begun to be analyzed. The data were analyzed via content analysis method. At the stage during which the interview form was prepared, at first the studies in the literature and the books prepared by the Ministry of National Education (MNE) for the secondary and high schools were examined.The results show that teachers have difficulty defining and recognizing irrational numbers, placing them on the number line, and doing operations with them. The teachers gave intuitive answers instead of using formal mathematics knowledge. Teachers’ knowledge about irrational numbers is insufficient and they have misconceptions. The teachers’ definitions, knowing of irrational numbers, showing the exact place of irrational numbers on number line and the difficulties they faced while doing operations on irrational set are taken into consideration so as to recommend providing studies involving a large number of participants.
the aim of this study was to examine teachers’ conceptual difficulties of irrational numbers data were sent from semistructured interviews with eight primary school teachers in central anatolia turkey the interviews along with the teachers lasted abut 45 minutes to be able to record the interviews leaves were taken from the teachers after the interviews had been asked themselves were decoded and started to be distributed knowledge of data were analyzed via content analysis method at the stage during which the interview form was studied at first studies in order to organize the national teachers in order to change in order to change the change in the change of the change of the change of the change of education in the language of the change in order to change in order to change in order to change in order to change in order to change in order to change in order to change in order of education and support of education and support of the language education team support of the change in the change in the change to change in order to change in order to change in order to change to change in the change in the change in order to change in order to change in order to change in order to change in order to change in order to change in order to change in order to change in order to change in order to change
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