The Effectiveness of activity based approach in overcoming misconception in the field of learning algebra appreared among the sixth students

The knowledge of concepts, rules, and arithmetical operation in maths classesat primary schools are the subjects each individual should know. Particularly,primary school students? acquisitions related algebra topics play an important role intheir routines. The constitution of algebraic concepts and the development ofalgebraic thinking of the students are closely related to the algebra teaching inprimary education. Although various factors have roles in this education, it can besaid that the most important factor is teaching method. Moreover, it is important todetermine several misconceptions and misunderstandings caused by arithmetics forthe development of algebraic concepts. Finding out the current mathematicalknowledge of the students and application of teaching based upon this knowledgewill facilitate the algebra teaching.There two purposes of this study. The first one is to determine themisconceptions related to algebra of the sixth year students in primary education, andthe second one is to determine the effectiveness of the activity based teaching inovercoming these misconceptions.This study was conducted at a primary school which is a part of pilotapplication in Bolu in the Spring Term of 2005-2006 Educational Year. The sampleof the study was composed of students enrolled in this school and randomly selectedtwo groups. In the study, ?Pretest-Posttest Experimental Model with Control Group?was applied. Experimental group was taught according to the activity based teachingmethods whereas the control group was taught according to the traditional methods.?Algebra Test?, which was developed by the researcher in order to determine themisconceptions in the field of algebra learning of experimental and control groups,was given. The same tests were given at the end of the instruction as well. Moreover,ten students (5 girls and 5 boys) selected from the experimental group wereinterviewed before and after the instruction. In these interviews, the students wereasked to explain the answers they delivered for the questions in algebra test.The findings of this study indicated that students had had misconceptionsabout the letters, variables and equality concept in algebra before the instruction, andactivity based teaching was effective in overcoming these misconceptions, whereas,traditional method was not effective in overcoming misconceptions. Concretematerials can be used and activities can be prepared with creating discussionenvironments in order to enable the students percieve these concepts easily.Key Words: Algebra, Misconceptions, Activity Based Teaching.