Türkiye’de Yayınlanan Ortaokul Matematik Eğitimindeki Kavram Yanılgıları Çalışmalarının İncelenmesi
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In this study; it was aimed to analyse the studies, conducted between the years of 2009 and 2019 on the misconceptions at the level of secondary school, through carrying out descriptive content analysis. With a view to analyzing studies, initially literature review was conducted and studies performed by researchers previously were reviewed. 21 articles, 42 master’s theses and 1 doctoral thesis were deemed suitable. Studies, which were discovered in the course of research, were classified through being analyzed by the utilization of the study classification form, which was developed via drawing on the literature and receiving expert opinion. Study classification form contains the categories of; name, type and authors of the study, source in which the study was published, relevant learning domain, title and sampling of the study, magnitude of the sampling, research method and data accumulation tools. In addition to the specified analyses, misconceptions identified in the study were classified and presented in accordance with the learning domains in the Mathematics Curriculum of the Ministry of National Education (2018) and also with the class levels. As a result of the analysis, it has been observed that at the 5th grade number and operations, geometry and measurement, 6th grade number and operations, algebra, geometry and measurement, 7th grade number and operations, algebra, geometry and measurement, data analysis, 8th grade number and operations, algebra, geometry and measurement, probability learning domains were conducted. The misconceptions obtained were given in the research in detail.