Examination of eightth grade students' graphic skills and their graphic problem positioning skills

In this study, it is aimed to examine the abilities of the eighth grade students on the subject of graphics in the Secondary School Mathematics Curriculum, choosing and constructing the appropriate graphic type, interpreting the graphic, making appropriate conversions and posing appropriate problem sentences. The research group included in the study consists of six students, three boys and three girls, who are able to express themselves and have a high level of success, who continue their education in the 8th grade of a secondary school in the Southeastern Anatolia Region. The qualitative research method was deemed appropriate because the study method aimed to examine the students' skills related to graphics in depth. In order to reach the aim of the study, a pilot scheme was made and the necessary clinical interviews were conducted with the students by giving the Graphic Interview Form, which was prepared by taking into account the expert opinions. After the clinical interviews were recorded with a video camera, the interviews were transcribed and made suitable for analysis. In data analysis, descriptive analysis method was used. When the findings obtained with the data collection tools were examined in detail, it was determined that the students' skills were sufficient in the stages of choosing and constructing the appropriate graphic type. In the graphic interpretation section, it was seen that the students' skills in reading data and reading between data were sufficient, but they were generally unsuccessful in reading beyond data. It was observed that they were able to make line and bar charts during the appropriate conversions between graphs, but they had difficulties in conversion of the pie charts. Finally, in the fourth chapter, it was revealed that the problem sentences formed in the problem posing section according to the graph were mainly related to the exercise category and that the problem posing skills were insufficient. According to the findings, it can be suggested that more activities that require metacognitive skills should be included in the classroom environment so that students can be more successful in reading beyond data in graphics. Likewise, in order to eliminate the negative situations caused by the lack of prior knowledge in the example of the pie chart in the conversations between the graphs, more pre-teaching practices can be included in the activities carried out in the classroom. More space and time can be allocated to graphical studies in mathematics teaching and course materials in order to develop students' problem posing skills in accordance with graphics and graphics. Keywords: Graph types, graph construction, appropriate conversion, problem posing