Developing a Number Sense-Based Instructional Design to Eliminate Student Errors Based on Mathematical Misconceptions

Abstract

The purpose of this research was to develop and evaluate a number sense-based curriculum aiming to eliminate student errors due to mathematical misconceptions. A mixed method research model as one of the qualitative research approaches was adopted in this study aiming to develop a number sense-based instructional design to eliminate student errors arisen from mathematical misconceptions in secondary school students. In preparation stage of the instructional design, 27 seventh grade students studying at a state school in Mersin province were determined as the study group. At the stage of developing and evaluating the instructional design, 24 fifth grade students studying at a state school in Mersin province were determined as the study group. In the process of developing the instructional design, "Needs Analysis Student Interview Form," "Instructional Design Teachers’ Board Interview Form," and "Expert Interview Form" were used. When all these results were evaluated together, it would be correct to say that number sense was an important prerequisite for the interpretation and use of mathematical knowledge, and it would be efficient on eliminating errors arisen from the mathematical misconceptions when it was integrated into an effective instructional design.It was possible to suggest that further researches should be conducted for determining the misconceptions of the students related to different mathematics sub-topics.