Matematik Eğitimde Etkileşimli Artırılmış Gerçeklik Uygulamalarının İlkokul Öğrencilerinin Kavram Yanılgıları ve Tutumlarına Etkisi
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In this study, it was aimed to examine the effect of using interactive augmented reality applications in mathematics education on the elimination of misconceptions of 4th grade students and their attitudes towards mathematics lesson. The study group of the research consists of the 4th grade students of a public school in the Etimesgut district of Ankara in the 2022-2023 academic year. A total of 56 students (27 of them being in experimental group, 29 of them being in control group) participated in the research. In the research, the pretest-posttest control group design, which is one of the quasi-experimental research designs, was used. Quantitative data of the research were collected with the Attitudes towards Mathematics Scale and the Misconceptions Test in the Subject Area of Measurement developed by the researcher. Qualitative data were used to support the quantitative data. The qualitative data of the research were obtained through semi-structured interviews with 10 students in the experimental group. The collected data were analyzed with the SPSS 23.0 program. The quantitative data of the study were analyzed with two-factor ANOVA test for mixed designs. Content analysis was used during the analysis of qualitative data. According to the quantitative findings of the research, it has been determined that interactive augmented reality applications have a positive effect on the students in the experimental group who used it, in eliminating the misconceptions in the in the subject area of measurement and in their attitudes towards the mathematics lesson. The findings of the qualitative data collected to support the quantitative data, on the other hand, revealed that augmented reality applications were beneficial in correcting the misinformation and developing a positive attitude towards the lesson.