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The cornerstone of the educational process includes conceptual learning, and in this context, misconceptions are of great importance. At the secondary school level, one of the subjects that students frequently encounter and have difficulty with is rational numbers. Effectively explaining rational numbers and associating them with daily life is possible with the teaching methods teachers can choose. This study aims to determine the misconceptions of 7th-grade students about rational numbers. Within the scope of the research, a sample was formed with 69 seventh-grade students studying in a central secondary school affiliated with the Ministry of National Education in the province of Şanlıurfa in the second half of the 2021-2022 academic year. Common mistakes and conceptual misconceptions of students about rational numbers were determined, and content analysis was conducted in line with these misconceptions. The findings revealed that students still have conceptual difficulties and errors in rational numbers from the primary school level. Therefore, students' misconceptions and incomplete information should be focused on in teaching rational numbers, and students should be encouraged to develop a conceptual understanding to comprehend rational numbers better. [ABSTRACT FROM AUTHOR]

This study aims at the effect of teaching algebraic expressions in the algebra learning field of the 6thgrade Mathematics curriculum using educational games on students' academic success and attitudes. The research was carried out with a random sampling method in a public secondary school in the Black Sea Region of Turkey in the 2022-2023 academic year, with a total of 47 students, 23 in the experimental group and 24 in the control group, in two branches studying at the sixth-grade level. During the study, while no intervention was made to the control group, five educational games developed by the researcher were applied to the experimental group in addition to the existing curriculum methods. The mixed method, in which both quantitative and qualitative methods are used together, was used in the study. The research was carried out according to the explanatory design method, which is one of the mixed design types. Quantitative data were collected using the "Algebraic Expressions Achievement Test (CIBT)" developed by Oduncu (2020) in his master's thesis and the "Math Attitude Scale" developed by Önal (2013). A semi-structured interview form was used to collect qualitative data. The t-test method was used for independent samples of the obtained quantitative data. In the analysis of qualitative data, the descriptive analysis method was used. When the achievement and attitude post-test scores were compared in the analysis, a statistically significant difference was found in favor of the experimental group. As a result of the research, it can be said that using educational games in mathematics teaching positively affects academic achievement and attitude toward mathematics lessons. In the interviews with the students, they stated that they learned the subject of algebraic expressions better with the games played and understood the subjects better. According to this result, it is recommended that mathematics teachers design and use educational games in accordance with the grade level and subject. [ABSTRACT FROM AUTHOR]

In this study, the effects of the 11th Grade Sequences unit on Realistic Mathematics Education (RME) activities and the students' RME approach were investigated. It is envisaged that the study will reveal positive or negative student views about RME and increase student achievement in Sequences that is one of the most difficult subjects for students to understand. The study was carried out with 50 students in the 11th grade of a high school in Yeşilyurt, in Malatya in 2015-2016 academic year. In the experimental group (n = 25), the teaching was supported by Realistic Mathematics Education and in the control group (n = 25) the current teaching was applied. . Data were collected by using the equalization test, the pre-post achievement test, the pre-post attitude scale and the thought survey. In the analysis of the distribution normality of the data with SPSS package program, it was seen that the data were not distributed normally. So, the nonparametric test, Mann Whitney U and Wilcoxon Signed Rank Test, were used for the analysis of achievement test and equalization test. Thought survey results were interpreted by giving frequency-percentage distributions. As a result of the findings, it was determined that there was a significant difference between the experimental group students who studying with realistic mathematics education and the control group students who continued their current education in favor of the experimental group. According to the results of the thought questionnaire taken from the RME approach to the experimental group students, it was observed that the opinions of the students were positive. [ABSTRACT FROM AUTHOR]