İlköğretim yedinci sınıf öğrencilerinin eşitlikler konusundaki kavram yanılgılarının önlenmesinde ve giderilmesinde teknoloji kullanımı.

The purposes of this study was to investigate seventh-grade students’ misconceptions related to forming and solving equations and examine the role of technology use in preventing and remedying these misconceptions. A group of 18 seventh grade students was given a diagnostic test before they started the equations unit to determine their misconceptions related to the topic. Students studied equations for 6 weeks and half of the instruction took place in the computer lab where they used various electronic manipulative and activities on the computer. The students were given another diagnostic test at the end of the instruction. After a month, they took another diagnostic test for the third time. The diagnostic tests were equivalent to each other in terms of item structures and contents. The effect of technology use in changing students’ performances on the diagnostic tests was determined by repeated-measures ANOVA. Furthermore, changes in students’ misconceptions were also analyzed qualitatively. According to the results, no significant effect of technology use on preventing and remedying misconceptions was found. However, technology positively affected students’ feelings, thoughts and attitudes towards equations. Outcomes of this study have some implications for teachers, teacher educators, and curriculum writers as solving and forming equations is fundamental for learning algebra and a very significant strand of school mathematics.M.S. - Master of Scienc