Investigation of The Relationship Between Misconceptions and Answering Behaviors on The Example of The Mathematical Literacy

The aim of this research was to determine the relationship between conceptual misconceptions in math literacy skills of secondary school eighth grade students and their answering behaviors which they used in responding to questions. This is a correlational research. The sample of the research consists of 340 students who are educated in the eighth grades of three schools in the provinces of Çankaya, Etimesgut and Yenimahalle in Ankara. Personal Information Form and Two-Tier Diagnostic Test were used in order to determine the conceptual misconceptions of students in mathematical literacy and the Responsive Behavior Form was used to determine which behavior was used to respond to the answers. All these tools were developed by the researcher to collect information about the students. In the analysis of the data obtained from the research, descriptive statistics and chi-square analysis were used. According to research findings; the students who have misconceptions mostly used elimination answering behaviors and the students who do not have misconceptions used calculation and elimination behaviors. When answering behaviors are analyzed according to the types of misconceptions, it is determined that the random marking is the most used in the type of over-specialization misconceptions and in the case of the other misconceptions types, the most random marking answering behaviors are used. Furthermore, it was determined that the types of misconceptions and answering behaviors did not differ according to the gender, and that the answering behavior of the students did not differ according to the city they were in.