Analysis of error and misconceptions in analytic geometry of 10th grade students

Mathematics is an indispensable tool of science and technology and a part of everyday life. Mathematics education is the most important factor in the rational approach of individuals to analytical thinking and problem solving of log problems. Errors and misconseption are one of the factors that make mathematics education difficult. Incorrect learning in the mind affects other learning as well, thus preventing the correct learning from occurring. It is inevitable that a misconception that comes from the analytic geometry which is one of the branches of mathematics, causes the misconceptions about the subjects to be taught thereafter. For this reason, it is necessary to determine and discard misconceptions and incorrect learning determined by analytical geometry with proper methods without losing time. The purpose of this research is to determine the relationship between the misconceptions of errors and concepts about analytical geometry, the attitudes of students towards analytic geometry, and the misconceptions of analytical geometry in order to overcome the object misconceptions. In the first stage, 2552 students in the 10th grade were studied. In the second stage, 299 students were studied and 10 students were interviewed to elicit the conceptual misconceptions from these students. The reason that the mathematical subjects are connected with each other is that the missing or wrong information obtained in previous sections leads to misconceptions in the course of the proceedings. For this reason, it is necessary for the student to go to new subjects by eliminating the misconceptions of the past.