An onto-semiotic analysis of students' understanding of linear relationships

This study analyzes how 8th-grade students construct the concept of linear relationships. The application problems used in the study were designed as preparatory tasks aligned with the learning outcomes and pedagogical approaches outlined in the Türkiye Century Education Model for 8th grade. The focus is on students' problem-solving strategies, choice of representations, and conceptual understanding as they encounter this concept for the first time. The theoretical framework is based on the Onto-Semiotic Approach (OSA); epistemological obstacles, semiotic functions, ontological dualities, and the meaning-making processes shaped by their interaction are examined in a multidimensional manner. The study was conducted using a qualitative method and a case study design. Data was collected through observations, semi-structured interviews, student worksheets, and researcher notes, and analyzed using the theoretical-methodological tools of OSA. The findings highlight the importance of representation-based pedagogical practices and concept-centered learning environments in teaching the concept of linear relationships. The study offers original practical suggestions to teachers within the scope of the new curriculum.