Sixth grade students’ achievement levels, errors, and underlying reasons of the errors regarding comprehension and ordering of integers

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2015
Sevim Atayev, Gizem
Purposes of the study are three-fold. The first purpose is to investigate middle school sixth grade students’ achievement levels regarding comprehension and ordering of integers. The second purpose is to investigate errors made by middle school sixth grade students regarding comprehension and ordering of integer. The third purpose is to explore underlying reasons of the students’ errors regarding comprehension and ordering of integers. A mixed-method design was utilized to reach these purposes. Partipants were 262 sixth grade students from one public middle school in Etimesgut district of Ankara. Data were collected via Integer Achievement Test (IAT) including 8 open ended questions during 2013-2014 spring semester. Individual interviews were conducted 8 participants to amplify their answers to the problems. Findings indicated that achivement levels of the participants in comprehension questions were considerably high and in ordering questions were modarate. Findings revealed that students made errors regarding comprehension and ordering of integers. For the comprehension and ordering questions, identified errors were applying incomplete solution strategy, not justifying symbol manipulation, misusing positive and negative signs, ordering as inverse sequence, ordering as arbitrary sequence, taking incorrect reference point, ignoring the given information and making incorrect alignment. Reasons of students’ errors were also explored. The reasons for the students’ errors regarding comprehension and ordering of integers were misunderstanding of magnitude of numbers on number line, reading the question carelessly, supposing integers with same signs are closer to each other than they are to integers with opposite sign and overgeneralizing properties of natural numbers to integers.
Citation Formats
G. Sevim Atayev, “Sixth grade students’ achievement levels, errors, and underlying reasons of the errors regarding comprehension and ordering of integers,” M.S. - Master of Science, Middle East Technical University, 2015.