The study of secondary school 6th grade students' triangle area knowledge bulding process according to RBC+C model

The aim of this study is to follow the processes of creating the triangle area knowledge of the sixth grade students who have different levels of mathematics achievement and to examine the process to make suggestions for future teaching activities. In the study, case study was used among qualitative research methods. The data source of the research were interview technique and observation and document analysis methods are also used. The students who participated in the research were determined by using the sampling method, which is among the objective sampling methods. Two different activities were prepared to use in the research. The "Field Achievement Test" was used to determine whether the sixth-year students participating in the study had the necessary preliminary knowledge to perform the activities designed to be used in the information creation process. The study was conducted with 12 students who were selected based on the results of the tests applied to the 121st sixth grade students, fifth grade lecture notes, opinions of mathematics teachers and the willingness of the students to participate in the study. The study was conducted with six groups determined according to mathematics achievement levels. Activities with the working groups were recorded in video and then they were transcribed. Descriptive analysis of the obtained data was performed using RBC + C model as an analytical tool. According to the data of the study, the ways and pace of the formation of the desired concepts in the groups of students that are formed according to the mathematics achievement levels vary. It has been observed that in groups where students with high levels of achievement are involved, the process is better internalized and the desired concepts are created more quickly and practically. In the groups of high and middle students, it has been observed that the students with high success level formed the information structures earlier and the students with the middle level formed the interaction later. It was observed that all the groups forming the parallel area information and passing on the use phase did not have difficulty in forming the area knowledge of the triangle. Moreover, we can say that the educational activities prepared from the obtained data contribute to the students' desired knowledge.