Özet:

Purpose of the study is to explore in service and prospective mathematics teachers’ knowledge about students misconceptions on fractions. As being mainly qualitative in nature, the study employed multiple case study methodology. The cases consisted of two pre-service, four in-service teachers and 90 7th grade students. Two phased misconception test has been utilized as main data collection tool. Semi-structured interviews also have been carried out as an additional data. In this paper results from the both teachers’ and students’ responses to a single question from misconception tests is discussed. It has been found that most of the students have misconceptions regarding the idea that the amount that fraction indicates depends on the amount of ‘whole’. All of pre-service and in-service teachers have been able to foresee such misconception and yet 7th grade students in the study has still shown indication of such misconception. It is also found that teachers have great difficulty in making explanations on this misconception. In deciding the amount that fraction indicating, some students made ‘overgeneralization’ (Alacacı, 2010) and they took the number of parts or size of each part as a sole criteria. This misconception was not foreseen by none of pre-service or in-service teachers.

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