Analyzing 11th grade students' processes of mathematical thought experiments

The aim of the research is to analyze 11th grade students' processes of mathematical thought experiments and determine the similarities and differences between students' concept constructions in these processes and the historical development of the concepts. In the study the processes of thought experiment were examined within the framework of Gilbert and Reiner's elements of thought experiment. This research is a mixed method research. Its pilot study is quantitative and main study is qualitative. The study is conducted at a private high school in İstanbul, Beyoğlu in 2019-2020 academic year. 10th grade 21 students selecting by convenience sampling method participated in the first step. For the second step, Logical Ability Test is applied to 11th grade 20 students and 6 of them selecting by maximum variation sampling method. Draft Mathematical Thought Experiment Test was first submitted to expert opinion and then given to 21 10th grade students. By analyzing qualitative data collecting from students' answer sheets via statistics programme, Mathematical Thought Experiment Test was developed. Data collecting from 6 11th grade students' answer sheets, semi-structured interviews and interview observations in the main study is analyzed by using descriptive and content analyses. As a result of the research, only the elements of hypothesis and creation an imagined world were found in mathematical thought experiments conducted by students with poor logical thinking skills. In addition to these two elements, designing and running thought experimentation were observed in students with medium level logical thinking skills. In mathematical thought experiments conducted by students with high logical thinking skills, all elements were determined. Also, it has been observed that students' concept constructions and misconceptions in their mathematical thought experiments are the same as those of mathematicians throughout history.