Didis, M. Gozde
Bas, Sinem
Erbaş, Ayhan Kürşat
This study examined 10th grade students' procedures for solving quadratic equations with one unknown. An open-ended test was designed and administered to 113 students in a high school in Antalya, Turkey. The data were analyzed in terms of the students' foci while they were answering the questions. The results revealed that factoring the quadratic equations was challenging to them, particularly when students experienced them in a different structure from what they were used to. Furthermore, although students knew some rules related to solving quadratics, they applied these rules without thinking about why they did so, nor whether what they were doing was mathematically correct. We concluded that the students' understanding in solving quadratic equations is instrumental (or procedural), rather than relational (or conceptual).


Performance and Difficulties of Students in Formulating and Solving Quadratic Equations with One Unknown
KABAR, MAKBULE GÖZDE DİDİŞ; Erbaş, Ayhan Kürşat (2015-08-01)
This study attempts to investigate the performance of tenth-grade students in solving quadratic equations with one unknown, using symbolic equation and word-problem representations. The participants were 217 tenth-grade students, from three different public high schools. Data was collected through an open-ended questionnaire comprising eight symbolic equations and four word problems; furthermore, semi-structured interviews were conducted with sixteen of the students. In the data analysis, the percentage of ...
Student Difficulties and Misconceptions in Solving Simple Linear Equations
Erbaş, Ayhan Kürşat; Ersoy, Yasar (2009-04-01)
The purpose of this study was to investigate student difficulties, common errors and misconceptions in solving simple linear algebraic equations within a group of students (n = 217) from four different schools. The results suggest that the students in lower achievement groups have conceptual problems and mal-rules, some of which might be considered as misconceptions. In general, students in the middle and higher achievement levels did arithmetical and computational errors.
Prospective teachers’ interpretation of multiplicative situations with fractions
Kursav, Merve Nur; Erbaş, Ayhan Kürşat; Department of Mathematics and Science Education (2019)
This study examined middle school prospective teachers’ interpretations of multiplicative situations–multiplication and division–when solving problems with fractions. Multiplication situations with fractions are at the heart of middle school mathematics, so learning and teaching this concept is crucial. To improve learning and teaching these concepts, there is a need to educate middle school prospective teachers and design education programs for middle school prospective teachers to support their reasoning....
Students Conceptions of fractions A study of 5th grade students
Haser, Çiğdem; Ubuz, Behiye (2003-05-01)
This paper investigates students’ conception of fractions in solving word-problems. An essay type test including 10 word-problems was administered to 5th grade students in a private elementary school (N=122). An analysis of the difficulties met by the students was given through examples; evidence was given about the crucial role of the meanings of a part and a quantity, and the units in the operations.
Işıksal Bostan, Mine (2011-07-06)
In this study we aimed to examine prospective elementary mathematics teachers' mathematical knowledge for teaching. More specifically, our aim was to understand whether the Teaching Method Course had an effect on prospective mathematics teachers' mathematical knowledge. The study was conducted with 31 prospective elementary mathematics teachers in a large public university in Ankara, Turkey in 2010-2011 fall semester. To collect data, a survey instrument including 5 open-ended questions was developed by the...
Citation Formats
M. G. Didis, S. Bas, and A. K. Erbaş, “STUDENTS’ REASONING IN QUADRATIC EQUATIONS WITH ONE UNKNOWN,” 2011, Accessed: 00, 2020. [Online]. Available: