Pedagogical Research

• Akbulut-Tas, M., & Karatas-Coskun, M. (2017). Üniversite öğrencilerinin demokrasi kavramı ile ilgili sınıflama davranışlarının değerlendirilmesi [Evaluation of university students’ classification behaviors regarding the concept of democracy]. Electronic Journal of Social Sciences, 16(61), 428-447. https://doi.org/10.17755/esosder.304684
• Alacaci, C. (2015). Öğrencilerin kesirler konusundaki kavram yanılgıları [Students’ misconceptions about fractions]. E. Bingolbali, & M. F. Ozmantar (Eds.), İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri [Mathematical difficulties encountered in primary education and solution suggestions] (pp. 63-95). Pegem Publishing.
• Baidoo, J. (2019). Dealing with grade 10 learners’ misconceptions and errors when simplifying algebraic fractions. Journal of Emerging Trends in Educational Research and Policy Studies, 10(1), 47-55.
• Behr, M. J., Lesh, R., Post, T., & Silver, E. (1983). Rational number concepts. In R. Lesh, & M. Landau (Eds.), Acquisition of mathematics concepts and processes (pp. 91-125). Academic Press.
• Beyazit, I., & Kirnap-Donmez, S. M. (2017). Öğretmen adaylarının problem kurma becerilerinin orantısal akıl yürütme gerektiren durumlar bağlamında incelenmesi [Examining the problem posing skills of teacher candidates in the context of situations requiring proportional reasoning]. Turkish Journal of Computer and Mathematics Education, 8(1), 130-160. http://doi.org/10.16949/turkbilmat.303759
• Biber, A. C., Tuna, A., & Aktas, O. (2013). Öğrencilerin kesirler konusundaki kavram yanılgıları ve bu yanılgıların kesir problemleri çözümlerine etkisi [Students’ misconceptions about fractions and the effect of these misconceptions on solutions to fraction problems]. Trakya Üniversitesi Eğitim Fakültesi Dergisi [Journal of Trakya University Faculty of Education], 3(2), 152-162.
• Birisci, S., & Metin, M. (2010). Developing an instructional material using a concept cartoon adapted to the 5E model: A sample of teaching erosion. Asia-Pacific Forum on Science Learning & Teaching, 11(1), 1-16.
• Buyukozturk, S., Cakmak, E., Akgun, O., Karadeniz, S., & Demirel, F. (2020). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. Pegem Publishing.
• Cayci, B. (2007). Kavram öğreniminde kavramsal değişim yaklaşımının etkililiğinin incelenmesi [Examining the effectiveness of the conceptual change approach in concept learning] [Unpublished PhD thesis]. Gazi University.
• Celebioglu, B. (2014). Kesir kavramına ilişkin bilgi oluşturma sürecinin incelenmesi [Examining the process of creating knowledge regarding the concept of fraction] [Unpublished PhD thesis]. Uludag University.
• Cetin, H. (2020). Investigation of the definitions of pre-service elementary mathematics teachers on fraction concept. Eurasian Journal of Teacher Education, 1(3), 172-185.
• Chambers, O. M. (2020). How teaching fractions to elementary students looks in the common core era [Doctoral dissertation, University of California].
• Charalambous, C. Y., & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Educational Studies in Mathematics, 64(3), 293-316. https://doi.org/10.1007/s10649-006-9036-2
• Cokakadar, H. (2013). Üniversite öğrencilerinin kimyasal tepkimeleri tamamlama ve kimyasal tepkimeleri sınıflandırma konusundaki kavramaları [University students’ understanding of completing chemical reactions and classifying chemical reactions]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Faculty of Education Journal], 28(3), 111-122.
• Copur-Gencturk, Y. (2021). Teachers’ conceptual understanding of fraction operations: Results from a national sample of elementary school teachers. Educational Studies in Mathematics, 107, 525-545. https://doi.org/10.1007/s10649-021-10033-4
• Coskun, M. (2011). Kavram öğretimi [Concept teaching]. Karahan Bookstore.
• Creswell, J. W. (2020). Educational research: Planning, conducting and evaluating quantitative and qualitive research (S. Dogan, & I. Karsantik, Trans.). Edam Publication.
• Demirezen, S. S. (2011). Küresel bağlantılar öğrenme alanında yer alan kavramların öğrenilmesinde kavram analizi yönteminin öğrenci başarısı ve tutumuna etkisi [The effect of concept analysis method on student success and attitude in learning concepts in the field of global connections learning] [Unpublished PhD thesis]. Gazi University.
• Demiri, L. (2013). Öğrencilerin kesirler konusundaki kavram yanılgılarıyla ilgili öğretmen ve öğretmen adaylarının bilgilerinin incelenmesi [Examining the knowledge of teachers and teacher candidates regarding students’ misconceptions about fractions] [Unpublished master’s thesis]. Marmara University.
• Deringol, Y. (2019). Misconceptions of primary school students about the subject of fractions. International Journal of Evaluation and Research in Education, 8(1), 29-38. http://doi.org/10.11591/ijere.v8i1.16290
• Desta, D. D. (2019). Preservice teachers making sense of fraction concepts and operations in a mathematics education content course [Doctoral dissertation, Illınois State University]. http://doi.org/10.30707/ETD2019.Desta.D
• Ercan, I. (2020). Opportunities provided in mathematics methods textbooks for pre-service teachers to develop mathematical knowledge for teaching fractions [Doctoral dissertation, University of South Florida].
• Ergin, A. S. (2014). 8. sınıf öğrencilerinin geometrik cisimler üzerindeki imgeleri ve sınıflama stratejileri [8^th grade students’ images and classification strategies on geometric objects] [Unpublished master’s thesis]. Dokuz Eylul University.
• Ergun, S. (2010). İlköğretim 7. sınıf öğrencilerinin çokgenleri algılama, tanımlama ve sınıflama biçimleri [Primary school 7^th grade students’ perception, definition and classification of polygons] [Unpublished master’s thesis]. Dokuz Eylul University.
• Ersoy, Y., & Ardahan, H. (2003). İlköğretim okullarında kesirlerin öğretimi-II: Tanıya yönelik etkinlikler düzenleme [Teaching fractions in primary schools-II: Organizing diagnostic activities]. http://www.matder.org.tr/ilkogretim-okullarinda-kesirlerin-ogretimi-ii-taniya-yonelik-etkinlikler-duzenleme/
• Flores, M. M., Hinton, V. M., & Meyer, J. M. (2020). Teaching fraction concepts using the concrete-representational-abstract sequence. Remedial and Special Education, 41(3), 165-175. https://doi.org/10.1177/0741932518795477
• Fritz, A., Haase, V. G., & Räsänen, P. (2019). International handbook of mathematical learning difficulties: From the laboratory to the classroom. Springer. https://doi.org/10.1007/978-3-319-97148-3
• Fujita, T., & Jones, K. (2007). Learners’ understanding of the definitions and hierarchical classification of quadrilaterals: towards a theoretical framing. Research in Mathematics Education, 9(1&2), 3-20. https://doi.org/10.1080/14794800008520167
• Güler, N. (2022). 6.sinif ögrencilerinin kesirler konusunda siniflama becerilerinin incelenmesi (An analysis of classification skills of 6th grade students on fractions) [Unpublished master's thesis, Cukurova University].
• Hannula, M. S. (2003). Locating fraction on a number line. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 27^th Conference of the International Group for the Psychology of Mathematics Education (pp. 17-24). PME.
• Hansen, A. (2014). Children’s errors in mathematics. SAGE.
• Hanson, D. (2001). Understanding fractions (grades 5- 8). Saskatchewan Education.
• Haser, C., & Ubuz, B. (2002). Kesirlerde kavramsal ve işlemsel performans [Conceptual and procedural performance with fractions]. Eğitim ve Bilim [Education and Science], 27(126), 53-61.
• Im, S., & Jitendra, A. K. (2020). Analysis of proportional reasoning and misconceptions among students with mathematical learning disabilities. Journal of Mathematical Bahavior, 57, 100753. https://doi.org/10.1016/j.jmathb.2019.100753
• Istemen, S. (2019). Ortaokul yedinci sınıf öğrencilerinin fiziksel ve kimyasal değişim kavramları ile ilgili sınıflama davranışlarının incelenmesi [Examining the classification behaviors of 7^th grade secondary school students regarding the concepts of physical and chemical change] [Unpublished master’s thesis]. Cukurova University.
• Jarrah, A. M., Wardat, Y., & Gningue, S. (2022). Misconception on addition and subtraction offractions in seventh-grade middle school students. EURASIA Journal of Mathematics, Science and Technology Education, 18(6), em2115. https://doi.org/10.29333/ejmste/12070
• Jiang, Z., Mok, I. A. C., & Li, J. (2021). Chinese students’ hierarchical understanding of part-whole and measure subconstructs. International Journal of Science and Mathematics Education, 19(7), 1441-1461. https://doi.org/10.1007/s10763-020-10118-1
• Kalayci, S. (2016). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques]. Asil Publishing.
• Karaagac, K. M., & Kose, L. (2015). Öğretmen ve öğretmen adaylarının öğrencilerin kesirler konusundaki kavram yanılgıları ile ilgili bilgilerinin incelenmesi [Examining the knowledge of teachers and prospective teachers regarding students’ misconceptions about fractions]. Sakarya Üniversitesi Eğitim Fakültesi Dergisi [Sakarya University Faculty of Education Journal], 30, 72-92.
• Karaduman, B. (2018). Ortaokul 6. 7. ve 8. sSınıf öğrencilerinin orantısal akıl yürütme becerilerini ve matematik dersine yönelik tutumlarının bazı değişkenler açısından incelenmesi: Cinsiyet ve sınıf düzeyi perspektifi [Examining the proportional reasoning skills and attitudes towards mathematics course of 6^th, 7^th, and 8^th grade secondary school students in terms of some variables: Gender and grade level perspective] [Unpublished master’s thesis]. Baskent University.
• Karasar, N. (1995). Bilimsel arastirma yontemi [Scientific research method]. 3A Research Education and Consultancy.
• Kavuncu, T., & Yenilmez, K. (2021). Beşinci sınıf öğrencilerinin kesir modellerine uygun problem kurma ve çözme becerilerinin incelenmesi [Examination of fifth grade students’ problem posing and solving skills appropriate to fraction models]. ESTÜDAM Eğitim Dergisi [ESTUDAM Education Magazine], 6(2), 201-218.
• Kayis, A. (2018). Güvenirlik analizi [Reliability analysis]. S. Kalayci (Ed.), SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques] (pp. 404-421). Dynamic Academy.
• Kieren, T. E. (1976). On the mathematical, cognitive, and instructional foundations of rational numbers. In R. Lesh (Ed.), Number and measurement: Papers from a research workshop (pp. 101-144). ERIC/SMEAC.
• Kilic, F. (2008). Kavramların öğretiminde kavram analizi yönteminin akademik başarıya ve bilişsel esnekliğe etkisi [The effect of concept analysis method on academic success and cognitive flexibility in teaching concepts]. Fırat Üniversitesi Sosyal Bilimler Dergisi [Fırat University Journal of Social Sciences], 18(2), 223-238.
• Klausmeier, H. J., & Harris, C. W. (1966). Analyses of concept learning. Academic Press.
• Kocaoglu, T., & Yenilmez, K. (2010). Beşinci sınıf öğrencilerinin kesir problemlerinde yaptıkları hatalar ve kavram yanılgıları [Misconceptions and mistakes made by 5^th grade students in fraction problems]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi [Dicle University Ziya Gokalp Faculty of Education Journal], 14, 71-85.
• Kucam, E., & Demir, E. (2020). Kavram yanılgıları ile yanıtlayıcı davranışları arasındaki ilişkilerin matematik okuryazarlığı örneği üzerinde incelenmesi [Examining the relationships between misconceptions and respondent behaviors on a mathematical literacy example]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi [Ankara University Faculty of Educational Sciences Journal], 53(1), 157-183. http://doi.org/10.30964/auebfd.498716
• Lamon, J. S. (2012). Teaching fractions and ratios for understanding. Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203803165
• Layng, T. V. (2019). Tutorial: Understanding concepts: Implications for behavior analysts and educators. Perspectives on Behavior Science, 42, 345-363. https://doi.org/10.1007%2Fs40614-018-00188-6
• Lucariello, J., Tine, M. T., & Ganley, C. M. (2014). A formative assessment of students’ algebraic variable misconceptions. The Journal of Mathematical Behavior, 33, 30-41. https://doi.org/10.1016/j.jmathb.2013.09.001
• Macit, E. (2019). 6. sınıf öğrencilerinin kesirler konusundaki imajlarının kavram yanılgıları ve başarıları ile ilişkisinin incelenmesi [Examining the relationship between 6th grade students’ images of fractions, their misconceptions and their success][Unpublished PhD thesis]. Inonu University.
• Makhubele, Y. E. (2021). The analysis of grade 8 fractions errors displayed by learners due to deficient mastery of prerequisite concepts. International Electronic Journal of Mathematics Education, 16(3), em0645. https://doi.org/10.29333/iejme/11004
• Merrill, M. D., Tennyson, R. D., & Posey, L. O. (1992). Teaching concepts: An instructional design guide. Educational Technology Publications.
• MoNE. (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics course curriculum (primary and secondary school 1^st, 2^nd, 3^rd, 4^th, 5^th, 6^th, 7^th, and 8^th grades)]. https://mufredat.meb.gov.tr/
• Namkung, J., & Fuchs, L. (2019). Remediating difficulty with fractions for students with mathematics learning difficulties. Learning Disabilities: A Multidisciplinary Journal, 24(2). https://doi.org/10.18666/LDMJ-2019-V24-I2-9902
• NCTM. (2014). Principles to actions: Ensuring mathematical success for all. National Council of Teachers of Mathematics.
• Newton, K. J. (2008). An extensive analysis of preservice elementary teachers’ knowledge of fractions. American Educational Research Journal, 45(4), 1080-1110. https://doi.org/10.3102/0002831208320851
• Ojose, B. (2015). Students’ misconceptions in mathematics: Analysis of remedies and what research says. Ohio Journal of School Mathematics, 72, 30-34.
• Okur, M., & Gurel, Z. C. (2016). Ortaokul 6. ve 7. sınıf öğrencilerinin kesirler konusundaki kavram yanılgıları [Misconceptions of secondary school 6^th and 7^th grade students about fractions]. Erzincan Üniversitesi Eğitim Fakültesi Dergisi [Journal of Erzincan University Faculty of Education], 18(2), 922-952. https://doi.org/10.17556/jef.30116
• Onal, H., & Yorulmaz, A. (2017). İlkokul dördüncü sınıf öğrencilerinin kesirler konusunda yaptıkları hatalar [Mistakes made by fourth grade primary school students about fractions]. Eğitim ve Toplum Araştırmaları Dergisi [Journal of Education and Social Research], 4(1), 98-113.
• Ormeci, S. (2012). Seventh grade students’ conceptual and procedural understanding of fractions: Comparison between successful and less successful students [Unpublished PhD thesis]. Bilkent University.
• Ozaltun, S., Danaci, D., & Orbay, K. (2020). Altıncı sınıf öğrencilerinin kesirler konusundaki kavram yanılgılarını belirleme testi’nin geliştirilmesi ve bir uygulaması [Development and an application of the test for determining sixth grade students’ misconceptions about fractions]. International Journal of Field Education, 6(1), 175-200. https://doi.org/10.32570/ijofe.684802
• Peck, D., & Jencks, S. (1981). Conceptual issues in the teaching and learning of fractions. Journal for Research in Mathematics Education, 12, 339-348. https://doi.org/10.2307/748834
• Pedersen, P. L., & Bjerre, M. (2021). Two conceptions of fraction equivalence. Educational Studies in Mathematics, 107(1), 135-157. https://doi.org/10.1007/s10649-021-10030-7
• Pesen, C. (2008). Kesirlerin sayı doğrusu üzerinde gösteriminde öğrencilerin öğrenme güçlükleri ve kavram yanılgıları [Students’ learning difficulties and misconceptions in representing fractions on the number line]. İnönü Üniversitesi Eğitim Fakültesi Dergisi [Inonu University Faculty of Education Journal], 9(15), 57-168.
• Reyna, V. F., & Brainerd, C. J. (2007). The importance of mathematics in health and human judgment: Numeracy, risk communication, and medical decision making. Learning and Individual Differences, 17(2), 147-159. https://doi.org/10.1016/j.lindif.2007.03.010
• Rodrigues, J., Dyson, N. I., Hansen, N., & Jordan, N. C. (2017). Preparing for algebra by building fraction sense. Teaching Exceptional Children, 49, 134-141. https://doi.org/10.1177/0040059916674326
• Sengul, E. (2015). Comparison of international beccalaureate primary years program and National Curriculum program 4^th grade students’ misconceptions on the topic of fractions [Unpublished master’s thesis]. Ihsan Dogramaci Bilkent University.
• Sezgin, D. (2019). Türkçe dersinde zarf kavramının öğretiminde örnek ayrıntılama stratejisinin kavram öğrenme başarısına, kalıcılığına ve transferine etkisi [The effect of example elaboration strategy on concept learning success, permanence and transfer in teaching the concept of adverb in Turkish lessons] [Unpublished PhD thesis]. Cukurova University.
• Sharp, J. M., Garofalo, J., & Adams, B. (2002). Children’s development of meaningful fraction algorithms: A kid’s cookies and a puppy’s pills. In B. Litwiller, & G. Bright (Eds.), Making sense of fractions, ratios, and proportions, 2002 yearbook (pp. 18-28). National Council of Teachers of Mathematics.
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APA

Korkmaz Guler, N., & Tarim, K. (2024). An analysis of classification skills of the 6^th grade students on fractions. Pedagogical Research, 9(2), em0197. https://doi.org/10.29333/pr/14278

Vancouver

Korkmaz Guler N, Tarim K. An analysis of classification skills of the 6^th grade students on fractions. PEDAGOGICAL RES. 2024;9(2):em0197. https://doi.org/10.29333/pr/14278

AMA

Korkmaz Guler N, Tarim K. An analysis of classification skills of the 6^th grade students on fractions. PEDAGOGICAL RES. 2024;9(2), em0197. https://doi.org/10.29333/pr/14278

Chicago

Korkmaz Guler, Nezihe, and Kamuran Tarim. "An analysis of classification skills of the 6^th grade students on fractions". Pedagogical Research 2024 9 no. 2 (2024): em0197. https://doi.org/10.29333/pr/14278

Harvard

Korkmaz Guler, N., and Tarim, K. (2024). An analysis of classification skills of the 6^th grade students on fractions. Pedagogical Research, 9(2), em0197. https://doi.org/10.29333/pr/14278

MLA

Korkmaz Guler, Nezihe et al. "An analysis of classification skills of the 6^th grade students on fractions". Pedagogical Research, vol. 9, no. 2, 2024, em0197. https://doi.org/10.29333/pr/14278