Determining the Mistakes of Secondary School Mathematics Teachers on Operation Priority
Abstract
The
aim of this study is to determine the mistakes made by secondary school
mathematics teachers in the operation priority (Order-of-Operations) and to
offer solutions to these problems. The research, which is conducted during
2018-2019 academic year in the central district of Elazığ and is limited to
fifteen mathematics teachers who had different professional experiences and differed
in the departments they graduated from. A form which prepared by experts of the
field and consisting of 5 open-ended questions was given to the teachers to get
their views on the order of operations. Interview technique was used to
determine the knowledge levels of teachers in this qualitative study.
Semi-structured interview form was used as data collection tool. Qualitative
research method was preferred for collecting, analyzing and interpreting the
data of this research. Data analysis and interpretation were based on content
analysis method which is among the methods of qualitative research designs. The
results are presented in a descriptive manner. According to the results of the
research, it is revealed that teachers do not fully know the operation priority
rule. Based on the findings and results of the current research, some
pedagogical and theoretical implications are presented with a view to enlightening
the practitioners and researchers
Keywords
Mathematics Teaching,Operation priority (Order-of-Operations),four operations,mistake
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