Özet:

This research aims to study the academic achievements of 7th-class students of teaching based on the Theory of Teaching Details and the impact on the durability of those learned. With the view that the theory’s recommendations for the conceptual and processal detailing will be in accordance with the objectives of understanding and establishing relationships between the concepts and processes required by mathematical teaching, the research will be carried out in mathematics course and will provide a different alternative to the educators who are trying to increase academic success in mathematics teaching and will contribute to the field. The research was carried out in the framework of a semi-experimental pattern of the pre-test-sontest control group. The research study group was formed by 55 students studying in the 7th class of a secondary school affiliated with the Ministry of Education in Diyarbakır province (28 experiments, 27 control groups). The randomly selected classes were taken as 7/A experiment and 7/D control group. The data required for this research was collected by the success test of the "Truths and Angles" unit, consisting of 27 articles. The success test is used as a pre-test and final-test for testing and control groups. The same test was applied for the third time to measure the durability of what was learned five weeks later. In the analysis of data, unrelated samples were used to test t, related samples to test t, and Mann Whitney-U test. The findings obtained from the study show that the final-test and durability test score average of the groups have a significant difference in the benefit of the experiment group. This situation demonstrates that the teaching based on the theory of detailing the teaching applied to the experimental group increased the academic success towards the unit "The Truths and Angles" and the durability of the learned.

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