Determination of lycee student's misconception in lycee-I functions

SUMMARY Determination of Lycee student's Misconception in LyceS -1 functions This study is designed to determine lycee sstudent's misconception about lycee- 1 functions and developing a diagnostic test. This study has two stages ; First stage of the study consists of developing diagnostic test and its development study. The scond stage of the study consists of applying diagnostic test and analysis of avilable data. At first stage, diagnostic test about lycee- 1 functions has been developed by action research method obseving students of Ulusoy high school in Trabzon. It also has been developed interviewing 8 math teachers who employed at different high school in Mersin. The diagnostic test has been concluded through analysing interviews wiht 15 students and available data which has applied diagnostic test. At second stage, diagnostic test has been applied 188 student in Mersin and in Trabzon. Results indicated that students have many miconceptions about lycee- 1 functions. The most important misconceptions of the students were about the findigs; While students were evaluting the function, they used their knowledge structer of relations. Set of domain or range have been evaluating as image. While students were evaluting wether or not graphs belong to functions in given a problem, they used function prototypes in their minds. Function opposite has been determined as oppsite according to multiplication. Onto and into functions have been mixed and into functions has been evaluating as a onto function. In addition, constant functions have not been considered as a function. Results report that lycee students have misconceptions in lycee- 1 function. İn this perspective these misconceptions should be identified by using diagnostic test educational materials, teaching techniques should be developed to overcome this problem in term of mathematic education. Developed diagnostic test can be used with worth/. So we can determinate student's misconceptions and educate them better.Key words : Misconceptions, Function Education and Conceptual Learning