The role of computer-assisted mathematics teaching to eliminate the misconceptions on whole numbers done by secondary school students with different perceptual learning styles

The goal of this study is to determine the effects of the computer-assisted mathematics teaching (CAMT) method on students with different perceptual learning styles (PLS) in order to remove misconceptions that secondary school students have regarding whole numbers. In this study, from qualitative research methodology options, action research was used. The study group consisted of 23 students of which 13 are 6th graders and 10 are 7th graders. As the medium to collect data, "Whole Numbers Misconception Detection Test For Sixth Graders (WNMDTSG-6)", "Whole Numbers Misconception Detection Test For Seventh Graders (WNMDTSG-7)" as well as "Unstructured Interviews" were used. The same process was applied to both sixth grade students and seventh grade students in the fall and spring semesters of the 2018-2019 academic year. The acquirements of whole numbers were carried out first according to the direct instruction methods. Afterwards, WNMDTSG-6 and WNMDTSG-7 were administered to the students as pretests. Subsequent to the pretests, individually with all the students unstructured interviews were held. After detecting students' perceptual learning styles, the CAMT was carried out. Following the completion of the CAMT method, WNMDTSG-6 and WNMDTSG-7 were administered as posttests. Finally, one more time unstructured interviews were held with all the students individually. While analyzing the data, a content analysis was carried out and it was discovered that students had several misconceptions regarding whole numbers. Moreover, when it came to removing the students' misconceptions regarding whole numbers, it was observed that CAMT applications were most effective for the students with kinesthetic PLS.