7th grade students' knowledge construction processes of ratio and proportion concepts through RBC+C model

In this study, it is aimed to examine the knowledge construction processes of seventh grade students on the concepts of "ratio and proportion" through the RBC+C model. The study was conducted as a case study, which is one of the qualitative research methods. This study, in which the maximum diversity method, one of the purposive sampling methods, was used, was carried out with a total of 6 volunteer 7th grade students, whose mathematics achievement levels were 2 high, 2 medium and 2 low. Thus, the knowledge construction processes of students from all levels were examined and the data obtained were diversified. In the study, semi-structured interviews conducted through an online platform, video and audio recordings were recorded during the interview, and screenshots and written documents containing the solutions of the students were used as data collection tools. The application process was carried out in pairs in order to enable the students to interact with each other during the process and to express their thoughts about the problems aloud. In the interviews, the "Preliminary Preparation Form" was administered to the students first, and then the "Examination Form for the Construction of the Knowledge of Proportion and Direct Proportion" and "The Form of Examining the Process of Constructing the Knowledge of Inverse Proportion", which consisted of problems that would reveal the knowledge formation processes of the students. During the data analysis process, the video and audio recordings recorded during the interview were converted into written texts, and the solution papers and screenshots of the students were examined. The data obtained were interpreted by means of the RBC+C model and analyzed descriptively. As a result of the study; it has been observed that students with high and medium achievement levels perform the actions of recognizing, building-with, constructing and consolidation more easily than students with low achievement levels. It is seen that the fact that students have formed their pre-existing knowledge correctly in their minds is effective in performing recognizing and building-with actions more easily. In addition, it has been determined that students with moderate success levels have difficulty in recognizing and using the information they have created in different problem situations they encounter. In addition, it is observed that students have more difficulty in forming and making sense of the concept of inverse proportion. It was observed that the students exchanged ideas with their teammates in order to overcome the difficulties they encountered. It has been concluded that the tips given by the teacher and peer interactions in the knowledge creation processes are effective in helping the student construct new concepts. Considering that the learning environments in schools consist of students with different academic achievement levels, future studies can be carried out on different subjects with students at different academic achievement levels. Keywords: Knowledge construction, abstraction, RBC+C, ratio, proportion