Araştırma Makalesi

- Akkaya, R., & Durmuş, S. (2006). İlköğretim 6-8.sınıf öğrencilerinin cebir öğrenme alanındaki kavram yanılgıları, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 1-12.
- Asquith, P., Stephens, A. C., Knuth, E. J., & Alibali, M. W. (2007). Middle school mathematics teachers’ knowledge of students’ under- standing of core algebraic concepts: Equal sign and variable. Mathematical Thinking and Learning: An International Journal, 9(3), 249–272.
- Baroudi (2006). Easing students’ transition to algebra, Australian Mathematics Teacher, 62 (2), 28-33.
- Behr, M., Erlwanger, S., & Nichols, E. (1980). How children view the equal sign, Mathematics Teaching, 92, 13-15.
- Booth, J.L., & Koedinger, K.R. (2008). Key misconceptions in algebraic problem solving. In B.C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Cognitive Science Society (pp. 571-576). Austin, TX: Cognitive Science Society.
- Booth, J., Mcginn, K., Barbieri, C. A., & Young, L. K. (2017). Misconceptions and learning algebra. Retrieved May 2019 from https://www.researchgate.net/publication/309344387.
- Cangelosi, R., Madrid, S., Cooper, S., Olson, J., & Hartter, B. (2013). The negative sign and exponential expressions: Unveiling students’ persistent errors and misconceptions. The Journal of Mathematical Behavior, 32(1), 69–82.
- Chi, M.T.H. (1978). Knowledge structures and memory development. In R.S. Siegler (Ed.), Children’s thinking: What develops? (pp. 73-96). Hillsdale, NJ: Erlbaum.
- Clement, J. (1982). Algebra word problem solutions: Thought processes underlying a common misconception. Journal for Research in Mathematics Education, 13(1), 16–30.
- Cheng-Yao, L., Yi-Yin, K., & Yu-Chun, K. (2014). Changes in pre-service teachers' algebraic misconceptions by using computer-assisted instruction. International Journal for Technology in Mathematics Education, 21(3), 21–30.
- Christou, K.P., Vosniadou, S. & Vamvakoussi, X. (2007). Students’ interpretations of literal symbols in algebra. In S., Vosniadou, A. Baltas & X. Vamvakoussi, (Eds.). Re- Framing the Conceptual Change Approach in Learning and Instruction. Advances in Learning and Instruction Series, Elsevier Press.
- Davidenko, S. (1997). Building the concept of function from students’ everyday activities. The Mathematics Teacher, 90 (2), 144-149.
- English, L. Warren, E. (1998). Introducing the variable through pattern exploration, The Mathematics Teacher, 91 (2), 166-170.
- Erbaş, A. K, & Ersoy,Y. (2003). Kassel projesi cebir testinde bir grup Türk öğrencisinin başarısı ve öğrenme güçlükleri. İköğretim Online Dergisi, 4 (1),18-39.
- Falkner, K. P., Levi, L., & Carpenter, T. P. (1999). Children’s understanding of equality: a foundation for algebra, Teaching Children Mathematics, 6, 232-236.
- Foster, D. (2007). Making meaning in algebra examining students’ understanding and misconceptions, Assessing Mathematical Proficiency, MSRI Publications, 53, 163-176.
- Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. (6th ed.). McGraw-Hill, Inc.
- Gardella, F. J. (2009). Introducing difficult mathematics topics in the elementary classroom: A teacher’s guide to initial lessons. New York: Routledge, Taylor and Francis.
- Gonzalez, M. M., Ambrose, R., & Martinez, E. C. (2004). In the transition from arithmetic to algebra: misconceptions of the equal sign, Proceedings of the 28th International Group for the Psychology of Mathematics Education, England, 1-329.
- Jupri, A. & Drijvers, P. H. M. (2016). Student difficulties in mathematizing word problems in algebra. EURASIA Journal of Mathematics, Science and Technology Education, 12(9), 2481-2502.
- Kiearan, C. (1992). The learning and teaching of school algebra. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.
- Knuth, E.J., Alibali, M.W., McNeil, N.M., Weinberg, A., & Madison, A.C.S. (2005). Middle school students’ understanding of core algebraic concept: Equivalence & variable. Zentralblatt für Didaktik der Mathematik, 37(1), 68-76.
- Koedinger, K.R., Anderson, J.R., Hadley, W.H., & Mark, M.A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30-43.
- Küchemann, D. (1978). Children’s understanding of numerical variables. Mathematics in Scholl, 7(4), 23-26.
- Macgregor, M., & Stacey; K. (1997). Ideas about symbolism that students bring to algebra. The Mathematics Teacher, 90(2), 110-113.
- Matzin, E. S., & Shahrill, M. (2015). A preliminary study of year 7 students’ performance on algebraic concepts. Paper presented at The 7th ICMI-East Asia Conference on Mathematics Education, Cebu City, Philippines.
- McNeil, N. M., Weinberg, A., Hattikudur, S., Stephens, A. C., Asquith, P., Knuth, E. J., & Alibali, M. W. (2010). A is for apple: Mnemonic symbols hinder the interpretation of algebraic expressions. Journal of Educational Psychology, 102(3), 625– 634.
- Ministry of National Education (MoNE) (2005). Öğretim Programlarının Değerlendirme Raporu. Ankara: Milli Eğitim Basımevi.
- Ministry of National Education (MoNE) (2009). Ilköğretim Okulları Ders Programları: Matematik Programı 6-8. Ankara: Milli Eğitim Basımevi.
- Mulungye, M. M. (2010). Sources of students’ errors and misconceptions in algebra and influence of classroom practice remediation in secondary schools Machakos Sub-County, Kenya. Unpublished Master’s Thesis. Kenyatta University, Kenya.
- National Curriculum Council (NCC) (1992). The British National Curriculum in Mathematics. London: HMSU Publications.
- Norton, S. & Irvin, J. (2007).A concrete approach to teaching symbolic algebra. Retrieved March 24, 2010 from www.merga.net.au/documents/RP502007.pdf.
- Philipp, R. (1992). The many uses of algebraic variable. The Mathematics Teacher, 85 (7), 557-561.
- Romberg, T. A., Carpenter, T. P., & Kwako, J. (2005). Standards-based reform and teaching for understanding. In T. A. Romberg, T. P. Carpenter & F. Dremock (Eds.), Understanding mathematics and science matters, 3-26, New York: Routledge.
- Stacey, K. & Chick, H. (2004).Solving the problem with algebra. In K. Stacey, H. Chick, & M. Kendal (Eds.), The Future of Teaching and Learning of Algebra. The 12th ICMI Study (pp. 1-20). Boston: Kluwer.
- Stacey, K., & MacGregor, M. (1999).Taking the algebraic thinking out of algebra. Mathematics Education Research Journal, 1, 24-38.
- Stephens, A. (2006). Equivalence and relational thinking: preservice elementary teachers’ awareness of opportunities and misconceptions, Journal of Mathematics Teacher Education, 9(3), 249-278.
- Şahin, Ö. & Soylu Y. (2011). Mistakes and misconceptions of elementary school students about the concept of variable, Social and Behavioral Sciences, 15(2011), 3322-3327.
- Tenenbaum, G., Tehan, G., Stewart, G., & Christensen, S. (1999). Recalling a floor routine: The effects of skill and age on memory for order. Applied Cognitive Psychology, 13, 101-123.
- Usiskin, Z. (1988). Conceptions of school algebra and uses of variables. In A. F. Coxford, & A. P. Schulte (Eds.), The ideas of algebra, K-12 (pp. 8–19). Reston, VA: National Council of Teachers of Mathematics.
- Vendlinski, T. P., Howard, K. E., Hemberg, B. C., Vinyard, L., Martel, A., Kyriacou, E., Casper, J., Chai, Y., Phelan, J. C., Baker, E. L. (2008). Using data and big ideas: teaching distribution as an instance of repeated addition. National Center for Research on Evaluation, Standards, and Student Testing, University of California: Los Angeles.
- Wagner, S. (1983). What are these called variables? Mathematics Teacher, 76, 474-478.
- Wu, H. (2001). How to prepare students for algebra. American Educator, 25, 10-17.

This qualitative study focused on the errors and misconceptions of the seventh grade students in their solutions for algebraic equations. For this aim, a question sheet including 17 algebraic expressions were implemented to 10 seventh grade middle school students in a middle school of Ankara. Semi-structured interviews were also conducted with two participants. After administering the question sheets, the answers of the students were categorized by coding the misconceptions of the students. Then the written and recorded answers were organized, coded, categorized and discussed. The results showed that, mostly observed misconceptions among the participants’ solutions for the algebraic expressions were (a) inability of making operations between the variables based on the lack of knowledge about arithmetical operations, (b) believing that the variables are used only for the natural numbers, and (c) ignoring the letters included in the algebraic expressions.

- Akkaya, R., & Durmuş, S. (2006). İlköğretim 6-8.sınıf öğrencilerinin cebir öğrenme alanındaki kavram yanılgıları, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 1-12.
- Asquith, P., Stephens, A. C., Knuth, E. J., & Alibali, M. W. (2007). Middle school mathematics teachers’ knowledge of students’ under- standing of core algebraic concepts: Equal sign and variable. Mathematical Thinking and Learning: An International Journal, 9(3), 249–272.
- Baroudi (2006). Easing students’ transition to algebra, Australian Mathematics Teacher, 62 (2), 28-33.
- Behr, M., Erlwanger, S., & Nichols, E. (1980). How children view the equal sign, Mathematics Teaching, 92, 13-15.
- Booth, J.L., & Koedinger, K.R. (2008). Key misconceptions in algebraic problem solving. In B.C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Cognitive Science Society (pp. 571-576). Austin, TX: Cognitive Science Society.
- Booth, J., Mcginn, K., Barbieri, C. A., & Young, L. K. (2017). Misconceptions and learning algebra. Retrieved May 2019 from https://www.researchgate.net/publication/309344387.
- Cangelosi, R., Madrid, S., Cooper, S., Olson, J., & Hartter, B. (2013). The negative sign and exponential expressions: Unveiling students’ persistent errors and misconceptions. The Journal of Mathematical Behavior, 32(1), 69–82.
- Chi, M.T.H. (1978). Knowledge structures and memory development. In R.S. Siegler (Ed.), Children’s thinking: What develops? (pp. 73-96). Hillsdale, NJ: Erlbaum.
- Clement, J. (1982). Algebra word problem solutions: Thought processes underlying a common misconception. Journal for Research in Mathematics Education, 13(1), 16–30.
- Cheng-Yao, L., Yi-Yin, K., & Yu-Chun, K. (2014). Changes in pre-service teachers' algebraic misconceptions by using computer-assisted instruction. International Journal for Technology in Mathematics Education, 21(3), 21–30.
- Christou, K.P., Vosniadou, S. & Vamvakoussi, X. (2007). Students’ interpretations of literal symbols in algebra. In S., Vosniadou, A. Baltas & X. Vamvakoussi, (Eds.). Re- Framing the Conceptual Change Approach in Learning and Instruction. Advances in Learning and Instruction Series, Elsevier Press.
- Davidenko, S. (1997). Building the concept of function from students’ everyday activities. The Mathematics Teacher, 90 (2), 144-149.
- English, L. Warren, E. (1998). Introducing the variable through pattern exploration, The Mathematics Teacher, 91 (2), 166-170.
- Erbaş, A. K, & Ersoy,Y. (2003). Kassel projesi cebir testinde bir grup Türk öğrencisinin başarısı ve öğrenme güçlükleri. İköğretim Online Dergisi, 4 (1),18-39.
- Falkner, K. P., Levi, L., & Carpenter, T. P. (1999). Children’s understanding of equality: a foundation for algebra, Teaching Children Mathematics, 6, 232-236.
- Foster, D. (2007). Making meaning in algebra examining students’ understanding and misconceptions, Assessing Mathematical Proficiency, MSRI Publications, 53, 163-176.
- Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. (6th ed.). McGraw-Hill, Inc.
- Gardella, F. J. (2009). Introducing difficult mathematics topics in the elementary classroom: A teacher’s guide to initial lessons. New York: Routledge, Taylor and Francis.
- Gonzalez, M. M., Ambrose, R., & Martinez, E. C. (2004). In the transition from arithmetic to algebra: misconceptions of the equal sign, Proceedings of the 28th International Group for the Psychology of Mathematics Education, England, 1-329.
- Jupri, A. & Drijvers, P. H. M. (2016). Student difficulties in mathematizing word problems in algebra. EURASIA Journal of Mathematics, Science and Technology Education, 12(9), 2481-2502.
- Kiearan, C. (1992). The learning and teaching of school algebra. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.
- Knuth, E.J., Alibali, M.W., McNeil, N.M., Weinberg, A., & Madison, A.C.S. (2005). Middle school students’ understanding of core algebraic concept: Equivalence & variable. Zentralblatt für Didaktik der Mathematik, 37(1), 68-76.
- Koedinger, K.R., Anderson, J.R., Hadley, W.H., & Mark, M.A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30-43.
- Küchemann, D. (1978). Children’s understanding of numerical variables. Mathematics in Scholl, 7(4), 23-26.
- Macgregor, M., & Stacey; K. (1997). Ideas about symbolism that students bring to algebra. The Mathematics Teacher, 90(2), 110-113.
- Matzin, E. S., & Shahrill, M. (2015). A preliminary study of year 7 students’ performance on algebraic concepts. Paper presented at The 7th ICMI-East Asia Conference on Mathematics Education, Cebu City, Philippines.
- McNeil, N. M., Weinberg, A., Hattikudur, S., Stephens, A. C., Asquith, P., Knuth, E. J., & Alibali, M. W. (2010). A is for apple: Mnemonic symbols hinder the interpretation of algebraic expressions. Journal of Educational Psychology, 102(3), 625– 634.
- Ministry of National Education (MoNE) (2005). Öğretim Programlarının Değerlendirme Raporu. Ankara: Milli Eğitim Basımevi.
- Ministry of National Education (MoNE) (2009). Ilköğretim Okulları Ders Programları: Matematik Programı 6-8. Ankara: Milli Eğitim Basımevi.
- Mulungye, M. M. (2010). Sources of students’ errors and misconceptions in algebra and influence of classroom practice remediation in secondary schools Machakos Sub-County, Kenya. Unpublished Master’s Thesis. Kenyatta University, Kenya.
- National Curriculum Council (NCC) (1992). The British National Curriculum in Mathematics. London: HMSU Publications.
- Norton, S. & Irvin, J. (2007).A concrete approach to teaching symbolic algebra. Retrieved March 24, 2010 from www.merga.net.au/documents/RP502007.pdf.
- Philipp, R. (1992). The many uses of algebraic variable. The Mathematics Teacher, 85 (7), 557-561.
- Romberg, T. A., Carpenter, T. P., & Kwako, J. (2005). Standards-based reform and teaching for understanding. In T. A. Romberg, T. P. Carpenter & F. Dremock (Eds.), Understanding mathematics and science matters, 3-26, New York: Routledge.
- Stacey, K. & Chick, H. (2004).Solving the problem with algebra. In K. Stacey, H. Chick, & M. Kendal (Eds.), The Future of Teaching and Learning of Algebra. The 12th ICMI Study (pp. 1-20). Boston: Kluwer.
- Stacey, K., & MacGregor, M. (1999).Taking the algebraic thinking out of algebra. Mathematics Education Research Journal, 1, 24-38.
- Stephens, A. (2006). Equivalence and relational thinking: preservice elementary teachers’ awareness of opportunities and misconceptions, Journal of Mathematics Teacher Education, 9(3), 249-278.
- Şahin, Ö. & Soylu Y. (2011). Mistakes and misconceptions of elementary school students about the concept of variable, Social and Behavioral Sciences, 15(2011), 3322-3327.
- Tenenbaum, G., Tehan, G., Stewart, G., & Christensen, S. (1999). Recalling a floor routine: The effects of skill and age on memory for order. Applied Cognitive Psychology, 13, 101-123.
- Usiskin, Z. (1988). Conceptions of school algebra and uses of variables. In A. F. Coxford, & A. P. Schulte (Eds.), The ideas of algebra, K-12 (pp. 8–19). Reston, VA: National Council of Teachers of Mathematics.
- Vendlinski, T. P., Howard, K. E., Hemberg, B. C., Vinyard, L., Martel, A., Kyriacou, E., Casper, J., Chai, Y., Phelan, J. C., Baker, E. L. (2008). Using data and big ideas: teaching distribution as an instance of repeated addition. National Center for Research on Evaluation, Standards, and Student Testing, University of California: Los Angeles.
- Wagner, S. (1983). What are these called variables? Mathematics Teacher, 76, 474-478.
- Wu, H. (2001). How to prepare students for algebra. American Educator, 25, 10-17.

Birincil Dil | İngilizce |
---|---|

Konular | Eğitim, Bilimsel Disiplinler |

Bölüm | Research Articles |

Yazarlar | |

Yayımlanma Tarihi | 30 Haziran 2019 |

Yayınlandığı Sayı | Yıl 2019, Cilt 3, Sayı 1 |