Matematik Öğretmenlerinin Rasyonel Sayılar Konusunda Öğrencilerin Yaşadıkları Öğrenme Güçlüklerine Sundukları Önerilera
The Suggestions of Mathematics Teachers Regarding Students’ Learning Difficulties in Rational Numbers

Summary/Abstract: The aim of this study is to reveal mathematics teachers’ suggestions regarding the learning difficulties of students in rational numbers. This is an example of a case study, which is a qualitative research approach. The participants of the study consisted of six mathematics teachers in state middle schools during the 2017-2018 academic year in Eastern Anatolia Region of Turkey. The maximum variation sampling method, one of the purposeful sampling methods, was used in determining the teachers. The data of the study was collected with a semistructured interview form developed by the researcher. In the interviews, samples of student difficulties identified in the literature on ordering, addition, multiplication and division of rational numbers were introduced to the teachers respectively. The teachers were first asked to examine the learning difficulties. Teachers were asked to indicate how they would implement instruction to eliminate such learning difficulties when they have students with such learning difficulties in their classrooms. The data obtained from the interviews were analyzed through the content analysis. As a result of the study, it was revealed that the teachers mostly suggested the rule reminder method which was not suitable for the constructivist approach.

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