Determining secondary school mathematics teachers' errors and misconceptions in geometry

Abstract

The aim of this study is to determine the mistakes and misconceptions experienced by the teachers on the basis of the definitions and examples of geometry subjects in the error and misconception detection test prepared for elementary school mathematics teachers in secondary school geometry subjects. Errors and misconceptions experienced by teachers will open the door to mistakes and misconceptions that students will experience during the lesson. For this reason, by identifying the errors and misconceptions experienced by primary school mathematics teachers in geometry subjects, producing solutions will ensure the prevention of misconceptions. The study group of the research consists of 20 primary school mathematics teachers working in secondary schools in the center of Kars in the 2021-2022 academic year. Since the teachers who could be reached while forming the study group were included in the research, the appropriate sampling method was used. In the research, the "Error and Misconception Identification Test", which was developed by the researcher and determined by taking expert opinion, was applied. In the results of the research, it was determined that primary school mathematics teachers mostly experienced errors and misconceptions about basic geometric concepts, quadrilaterals and prisms. It was determined that the teachers did not experience the misconception that they only made mistakes in some questions.

Keywords

• Elementary mathematics
• Error
• Geometry teaching
• Mathematics education
• Math teachers’ misconceptions

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