Student's errors on rati̇o and proporti̇ons done i̇n dynamic and interractive mathematics environments

The main difficulties that students have during their academic life are error and misconception. Due to the hierarchial order of issues,the mistakes in learning of Mathematics are seen as negativity which students take along with them in their academic life. As ratio-proportion and fractions are the basis issues of secondary and high school Mathematics , the mistakes made in these issues become obstacle to the subjects that will be learned later. The aim of this study is to identify errors of issues of ratio-proportion and fractions that occur in electronic environment and discuss the reasons of these errors. For that purpose, it is aimed to reveal the relational structure in the subjects of ratio-proportion and fractions and find out positive and negative aspects that occur in electronic environment in solving problems related to these topics, examine the errors that may occur in electronic environment , eliminate these mistakes and develop ideas that will help to transform a positive way. In this research grounded theory research design have been used. In the process of data analysis, descriptve analysis and content analysis have been used. The data used in the study, have been collected in the title of "Evolving Technology and Mathematics Learning Habits" 3001 during the project TUBITAK. 114K050 numbered project that have been supported by TUBITAK was awarded in 3001 under the initial support of R & D (Research -Development) Projects Support Program. Considering the results obtained from research, it is stated that students have more than one type of errors in ratio-proportion and fractions. Some of these types of errors are collected under the title of relational errors and some of them are collected under the title of conceptual errors. While the errors that point out due to failure to complete the creation of a subject's relations with some other issues are classified as relational errors, the errors that point out due to incorrect and incomplete learning of the basic concepts of the subjects are classified as conceptual errors.