Abstract:
In this study, it was aimed to determine the errors and misunderstandings of 5th and 6th grade middle school students in
fractions and operations with fractions. For this purpose, the case study model, which is a qualitative research design, was
used in the research. In the study, maximum diversity sampling, which is a purposeful sampling method, was used. For
this reason, this study was conducted in a state and a private secondary school on a voluntary basis with 105 5th graders
and 84 6th graders, with a total of 189 secondary school students from different levels of achievement. In order to
determine students' errors and misconceptions about fractions, two tests were prepared by researchers, ten open-ended
questions for 5th graders and twelve open-ended questions for 6th graders. Before these tests were formed, the related
field was scanned and the existing misunderstandings were determined. Content analysis method was used on the
analyzing of the data. The answer papers of the students were coded and students’ solving were examined in three
categories as correct, wrong and blank. In addition to this the solving belongs to wrong category was examined in detail
and mistakes of the students were coded and the reason of these mistakes were dwelled on. It is seen from the result of
the study that students have misunderstanding and mistakes about fractions. It is seen that students are not using the
modellings on the operations with fractions because of that most of the mistake and misunderstandings are about
operations with fractions.
