Examining seventhgrade students'misconceptions about angles

The study was conducted to determine the possible misconceptions of 7th grade students about the subject of angles and to guide teachers in line with the views of students on this subject. Case study design, one of the qualitative research methods, was used in the study. The sample of the study consisted of 30 7th grade students studying in a secondary school affiliated to the Ministry of National Education in İpekyolu district of Van province in the 2023-2024 academic year. The data in the study were obtained by using the "Angle Concept Image Form", "Angle Misconception Diagnosis and Evaluation Form", "Form for Identifying Errors and Misconceptions About Angles" and "My Learning Diary" developed by the researcher with the opinions of a mathematics education expert and a mathematics field expert. The data obtained were analyzed using content analysis and descriptive analysis techniques. As a result of the research, it was determined that most of the students tried to express the static definition of the angle in making the definition of the angle, but they did not have an idea about the dynamic definition, and they confused the definitions of the angle of the whole and the angle of the whole, and therefore they made mistakes. It was observed that they generally gave right, acute and obtuse angles as examples of angles. In addition, it was determined that they had misconceptions in representing the angle with symbols, making comparisons between the measures of the angle, and determining congruent angles. It was determined that they used incomplete expressions in making mathematical sentences related to the angle subject. It was observed that they confused these three concepts with each other and made misconceptions while showing the inverse angle, internal inverse angle and external inverse angle with the figure. As a result of the findings, some suggestions were made for teachers to help prevent students'misconceptions. These suggestions are; while defining the angle, they should show both static and dynamic definitions with figures, they should explain the subject with concrete models by giving more examples on the possible misconceptions identified in the research, and teachers should be more careful when making mathematical sentences about the angle.