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Misconceptions in radical numbers in secondary school mathematics

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dc.contributor.authorOzkan, Ayten
dc.date.accessioned2026-06-27T14:19:56Z
dc.date.issued2019
dc.description.abstractThe aim of this study was to determine misconceptions of the radicals of the high school students that attend ninth class. The samples of study consist of the students of a Secondary School in Istanbul, Turkey. Some sample questions are asked to related students to understand the misconceptions. According to the result of the study, it is seen that the students have misconceptions about radicals. It is observed that the students have superficial information about deep- rooted numbers and memorise the definition of deep-rooted numbers and try to use them in their mistakes. Some solutions are recommended to those students to overcome such difficulties.en
dc.identifier.endpage212
dc.identifier.issn2547-8818
dc.identifier.issue1
dc.identifier.startpage205
dc.identifier.urihttps://hdl.handle.net/20.500.14981/59354
dc.identifier.volume6
dc.identifier.wos000717034500023
dc.language.isoeng
dc.publisherSCIENCEPARK SCI, ORGANIZATION & COUNSELING LTD
dc.relation.conference11th World Conference on Educational Sciences (WCES)
dc.relation.ispartof11TH WORLD CONFERENCE ON EDUCATIONAL SCIENCES (WCES-2019)
dc.subjectMathematics education
dc.subjectradicals
dc.subjectmisconceptions
dc.subjectEducation & Educational Research
dc.titleMisconceptions in radical numbers in secondary school mathematics
dc.typeProceedings Paper
dspace.entity.typePublication
local.import.sourceWOS

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