The misconceptions on the subject of analytical geometry and to find out a solution in licence degree

The aim of this study is to find out the misconceptions of the ones, who are candidate to be a teacher about the concepts in analytical geometry, to point out the reasons of it and to improve the way outs. This study tries to find out the reasons of these misconceptions and it also tries to bring a solution to these misconceptions. To find out these misconceptions about the concepts is very helpful, so that the ones who are candidate to be teachers can correct and improve their knowledge. The sample of this study is taken from 78 teacher candidates who are having the first analytical geometry lesson during 2006-2007 seasons. Qualitative and quantitative data collection elements are used in this study. The information found on this subject include 50 test questions, 103 open-sided questions, forms that give information about the analytical geometry education processes in high schools, personal information, student diaries, the approach towards analytical geometry and the observations which are made in the classrooms. Quantitative elements are statistical data programs and qualitative elements are found by the researcher and are accumulated under certain topics. Statistical analysis of the data obtained from this research are realized by using a computer program (SPSS) According to the results of this study, it has been understood that some of the concepts were misunderstood by the candidates. The candidates were graduated from different high schools and when this factor is taken into consideration it is possible to find out the statistical difference between different high schools. On the other hand, ii their sex, their parent's education level and the order of their preference when entering the university is not statistically so important. Knowledge is very important in analytical geometry. The former information has to be combined with the latter. In this study it has been found out that the ones who got knowledge about analytical geometry from high school were more successful than the ones who did not. Also the approach of the candidates towards analytical geometry is one of the subjects of this study. The approach of the mathematic teachers may form the approach of the students and these students may want to be mathematic teachers. So it can be understood that analytical geometry is very important for mathematic teachers. The information found in this study helps us to understand these topics below: 1-Which concepts of analytical geometry are misunderstood by the students? And how do the candidates, who want to be teachers, approach to analytical geometry? 2-To what extend is the sex, the personal characteristics, the educational level of the parents and the school type important to be successful? 3-Since accumulation of knowledge is important, the former and latter information should have to be known in order to combine them. Is this issue?s importance known? 4-In order to be successful in analytical geometry, one must remove the prejudices on this subject. According to this information, what can be said about the approaches of a student in high school towards analytical geometry and about the approaches of a student at university? 5-The accumulation of knowledge is important in analytical geometry. So if one misunderstands a concept it may cause serious results. According to this information, how do teachers approach towards analytical geometry in high schools? What are the tools that are used in a high school when teaching analytical geometry? iii Key words: the concepts of analytical geometry ,learning and teaching analytical geometry, misconceptions, the approach toward this issue, the techniques used when teaching, evaluating in teaching