References
- Accascina, G., & Rogora, E. (2006). Using Cabri3D diagrams for teaching geometry. International Journal for Technology in Mathematics Education, 13(1), 11–22.
- Akuysal, N. (2007). İlköğretim 7. sinif öğrencilerinin 7. sinif ünitelerindeki geometrik kavramlardaki yanilgilari. Yayınlanmamış Yüksek Lisans Tezi, Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü.
- Alatorre, S., & Saiz, M. (2009, January 28–February 1). Teachers and triangles. Proceedings of Congress of Educational Research in Mathematics Education, Lyon, France.
- Andrá, C., Lindström, P., Arzarello, F., Holmqvist, K., Robutti, O., & Sabena, C. (2015). Reading mathematics representations: An eye-tracking study. International Journal of Science and Mathematics Education, 13(2), 237–259. https://doi.org/10.1007/s10763-013-9484-y
- Andrews, T., & Coppola, D. (1999). Idiosyncratic characteristics of saccadic eye movements when viewing different visual environments. Vision Research, 39(17), 2947–2953. https://doi.org/10.1016/S0042-6989(99)00019-X
- Ay, Y., & Başbay, A. (2017). Çokgenlerle ilgili kavram yanılgıları ve olası nedenler. Ege Eğitim Dergisi, 18(1), 83–104. https://doi.org/10.12984/egeefd.328377
- Ayas, A., & Demirba¸s, A. (1997). Turkish secondary students’ conceptions of introductory chemistry concepts. Journal of Chemical Education, 74(5), 518–521. https://doi.org/10.1021/ed074p518
- Ayyıldız, N., & Altun, S. (2013). Matematik dersine ilişkin kavram yanılgılarının giderilmesinde öğrenme günlüklerinin etkisinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(2), 71–86.
- Berardi-Coletta, B., Dominowski, R. L., Buyer, L. S., & Rellinger, E. R. (1995). Metacognition and problem solving: A process-oriented approach. Journal of Experimental Psychology-Learning Memory and Cognition, 21(1), 205–223. https://doi.org/10.1037/0278-7393.21.1.205
- Birgin, O., & Özkan, K. (2022). Comparing the concept images and hierarchical classification skills of students at different educational levels regarding parallelograms: A cross-sectional study. International Journal of Mathematical Education in Science and Technology, https://doi.org/10.1080/0020739X.2022.2052196
- Carpenter, P. A., & Just, M. A. (1978). Eye fixations during mental rotation. In J. W. Senders, D. F. Fisher, & R. A. Monty (Eds.), Eye movements and the higher psychological functions (pp. 128–136). Erlbaum.
- Castelhano, M. S., Mack, M. L., & Henderson, J. M. (2009). Viewing task influences eye movement control during active scene perception. Journal of Vision, 9(3), https://doi.org/10.1167/9.3.6
- Clements, D., Swaminathan, S., Hannibal, M., & Sarama, J. (1999). Young children’s concepts of shape. Journal for Research in Mathematics Education, 30(2), 192–212. https://doi.org/10.2307/749610
- Cohors-Fresenborg, E., Kramer, S., Pundsack, F., Sjuts, J., & Sommer, N. (2010). The role of metacognitive monitoring in explaining differences in mathematics achievement. ZDM Mathematics Education, 42(2), 231–244. https://doi.org/10.1007/s11858-010-0237-x
- Comins, N. F. (1998). Identifying and addressing astronomy misconceptions in the classroom. In L. Gouguenheim, D. McNally, & v. J. R. Percy (Eds.), New trends in astronomy teaching (pp. s.118–s.123). Cambridge University Press. ISBN 0 521 62373 1.
- Devichi, C., & Munier, V. (2013). About the concept of angle in elementary school: Misconceptions and teaching sequences. Journal of Mathematical Behavior, 32(1), 1–19. https://doi.org/10.1016/j.jmathb.2012.10.001
- Doyuran, G. (2014). Ortaokul öğrencilerinin temel geometri konularinda sahip olduklari kavram yanilgilari. Yayımlanmamış yüksek lisans tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü.
- Egodawatte, G. (2011). Secondary school students’ misconceptions in algebra [Unpublished doctoral dissertation]. University of Toronto.
- Ellis, J. J., Glaholt, M. G., & Reingold, E. M. (2011). Eye movements real solution knowledge prior to insight. Consciousness and Cognition, 20(3), 768–776. https://doi.org/10.1016/j.concog.2010.12.007
- Epelboim, J., & Suppes, P. (2001). A model of eye movements and visual working memory during problem solving in geometry. Vision Research, 41(12), 1561–1574. https://doi.org/10.1016/S0042-6989(00)00256-X
- Ercan, B. (2010). İlköğretim yedinci sınıf öğrencilerinin tam sayı kavramı ile ilgili bilgilerinin değerlendirilmesi. Yayımlanmamış yüksek lisans tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü.
- Erez, M., & Yerushalmy, M. (2006). If you can turn a rectangle into a square, you can turn a square into a rectangle: Young students’ experience the dragging tool. International Journal of Computers for Mathematical Learning, 11(3), 271–299. https://doi.org/10.1007/s10758-006-9106-7
- Foster, D. (2007). Making meaning in algebra: Examining students’ understandings and misconceptions. In A. H. Schoenfeld (Ed.), Assessing mathematical proficiency (pp. 163–176). Cambridge University Press.
- French, D. (2004). Teaching and learning geometry. Continuum.
- Fujita, T., & Jones, K. (2008). Learners’ understanding of the definitions and hierarchical classification of quadrilaterals: Towards a theoretical framing. Research in Mathematics Education, 9(1), 3–20. https://doi.org/10.1080/14794800008520167
- Galley, N., Betz, D., & Biniossek, C. (2015). Fixation durations – Why are they so highly variable? In T. Heinen (Ed.), Advances in visual perception research (pp. 83–106). Nova Science.
- Gokkurt, B., Şahin, Ö, Soylu, Y., & Doğan, Y. (2015). Pre-service teachers’ pedagogical content knowledge regarding student mistakes on the subject of geometric shapes. Elementary Education Online, 14(1), 55–71.
- Goldberg, H. J., & Kotval, X. P. (1999). Computer interface evaluation using eye movements: Methods and constructs. International Journal of Industrial Ergonomics, 24(6), 631–645. https://doi.org/10.1016/S0169-8141(98)00068-7
- Haj-Yahya, A. (2021). Students’ conceptions of the definitions of congruent and similar triangles. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.1902008
- Hansen, A. (2017). Children’s errors in mathematics (4th ed.). Sage.
- Harris, R. L., & Christhilf, D. (1980). What do pilots see in displays? In Proceedings of the Human Factors Society 24th Annual Meeting (pp. 22–26). Human Factors and Ergonomics Society.
- Hasanah, A. N., & Yulianti, K. (2020). Error analysis in solving prism and pyramid problems. Journal of Physics: Conference Series, 1521, 1–6. https://doi.org/10.1088/1742-6596/1521/3/032035
- Hegarty, M., Mayer, R. E., & Green, C. E. (1992). Comprehension of arithmetic word problems: Evidence from students’ eye fixation. Journal of Educational Psychology, 84(1), 76–84. https://doi.org/10.1037/0022-0663.84.1.76
- Henderson, J. M., & Hollingworth, A. (1999). High-level scene perception. Annual Review of Psychology, 50(1), 243–271. https://doi.org/10.1146/annurev.psych.50.1.243
- Henderson, J. M., Weeks, P. A., & Hollingworth, A. (1999). Effects of semantic consistency on eye movements during scene viewing. Journal of Experimental Psychology: Human Perception and Performance, 25(1), 210–228. https://doi.org/10.1037/0096-1523.25.1.210
- Hershkowitz, R. (1990). Psychological aspects of learning geometry. In P. Nesher & J. Kilpatrick (Eds.), Mathematics and cognition (pp. 70–95). Cambridge University Press.
- Hung, T. N. (2014). What are you looking at? An eye movement exploration in science text reading. International Journal of Science and Mathematics Education, 12(2), 241–260. https://doi.org/10.1007/s10763-013-9406-z
- Hwang, W. Y., Su, J. H., Huang, Y. M., & Dong, J. J. (2009). A study of multi- representation of geometry problem solving with virtual manipulatives and whiteboard system. Educational Technology & Society, 12(3), 229–247.
- Hyönä, J. (2010). The use of eye movements in the study of multimedia learning. Learning and Instruction, 20(2), 172–176. https://doi.org/10.1016/j.learninstruc.2009.02.013
- Jacob, R. J. K., & Karn, K. S. (2003). Eye tracking in human–computer interaction and usability research: Ready to deliver the promises. In R. Radach, J. Hyona, & H. Deubel (Eds.), The mind’s eye: Cognitive and applied aspects of eye movement research (pp. 573–605). Elsevier.
- Jang, Y.-M., Mallipeddi, R., & Lee, M. (2014). Identification of human implicit visual search intention based on eye movement and pupillary analysis. User Modeling and User-Adapted Interaction, 24(4), 315–344. https://doi.org/10.1007/s11257-013-9142-7
- Jarodzka, H., Scheiter, K., Gerjets, P., & van Gog, T. (2010). In the eyes of the beholder: How experts and novices interpret dynamic stimuli. Learning and Instruction, 20(2), 146–154. https://doi.org/10.1016/j.learninstruc.2009.02.019
- Johnson, C. I., & Mayer, R. E. (2012). An eye movement analysis of the spatial contiguity effect in multimedia learning. Journal of Experimental Psychology, 18(2), 178–191. https://doi.org/10.1037/a0026923
- Jones, K. (2001). Learning geometrical concepts using dynamic geometry software. In K. Irwin (Ed.), Mathematics education research: A catalyst for change (pp. 50–58). University of Auckland.
- Just, M. A., & Carpenter, P. A. (1976). Eye fixations and cognitive processes. Cognitive Psychology, 8(4), 441–480. https://doi.org/10.1016/0010-0285(76)90015-3
- Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87(4), 329–354. https://doi.org/10.1037/0033-295X.87.4.329
- Kaakinen, J. K., Hyona, J., & Keenan, J. M. (2002). Perspective effects on on-line text processing. Discourse Processes, 33(2), 159–173. https://doi.org/10.1207/S15326950DP3302_03
- Kalchman, M., Moss, J., & Case, R. (2001). Psychological models for development of mathematical understanding: Rational numbers and functions. In S. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 1–38). Erlbaum.
- Kembitzky, K. A. (2009). Addressing misconceptions in geometry through written error analyses [Unpublished doctoral dissertation]. Ohio State University.
- Kluwe, R. H. (1982). Cognitive knowledge and executive control: Metacognition. In D. R. Griffin (Ed.), Animal mind-human mind (pp. 201–224). Springer.
- Knoblich, G., Ohlsson, S., & Raney, E. G. (2001). An eye movement study of insight problem solving. Memory & Cognition, 29(7), 1000–1009. https://doi.org/10.3758/BF03195762
- Koçak, M., Gökkurt, B., & Soylu, Y. (2014, Mayıs). Matematik öğretmeni adaylarının silindir kavramıyla ilgili pedagojik alan bilgilerinin incelenmesi. 13. Matematik Sempozyumunda sunulan sözlü bildiri. Karabük Üniversitesi.
- Lawson, A. E., & Thompson, L. D. (1988). Formal reasoning ability and misconceptions concerning genetics and natural selection. Journal of Research in Science Teaching, 25(9), 733–746. https://doi.org/10.1002/tea.3660250904
- Lin, J. J. H., & Lin, S. J. (2018). Integrating eye trackers with handwriting tablets to discover difficulties of solving geometry problems. British Journal of Educational Technology, 49(1), 17–29. https://doi.org/10.1111/bjet.12517
- Lin, J. J., & Lin, S. S. (2014). Tracking eye movements when solving geometry problems with handwriting devices. Journal of Eye Movement Research, 7(1), 1–15. https://doi.org/10.16910/jemr.7.1.2
- Linchevsky, L., Vinner, S., & Karsenty, R. (1992). To be or not to be minimal? Student teachers’ views about definitions in geometry. In W. Geeslin & K. Graham (Eds.), Proceedings of the 16th Conference of the International Group for the Mathematics Education (vol. 2, pp. 48–55). New Hampshire.
- Liversedge, S. P., & Findlay, J. M. (2000). Saccadic eye movements and cognition. Trends in Cognitive Sciences, 4(1), 6–14. https://doi.org/10.1016/S1364-6613(99)01418-7
- Lowe, R. K., & Boucheix, J.-M. (2011). Cueing complex animations: Does direction of attention foster learning processes? Learning and Instruction, 21(-), 650–663. https://doi.org/10.1016/j.learninstruc.2011.02.002
- Luneta, K. (2015). Understanding students’ misconceptions: An analysis of final grade 12 examination questions in geometry. Pythagoras, 36(1), 261–271. https://doi.org/10.4102/pythagoras.v36i1.261
- Martinovic, D., & Manizade, A. G. (2020). Teachers using geogebra to visualize and verify conjectures about trapezoids. Canadian Journal of Science, Mathematics and Technology Education, 20(3), 485–503. https://doi.org/10.1007/s42330-020-00103-9
- Mayer, R. E. (2010). Unique contributions of eye tracking research to the study of learning with graphics. Learning and Instruction, 20(2), 167–171. https://doi.org/10.1016/j.learninstruc.2009.02.012
- Mbusi, N. (2019). The use of van Hiele theory to address bed foundation phase students’ misconceptions in transformation geometry [Unpublished doctoral dissertation]. University of Johannesburg, South Africa.
- Mbusi, N. P., & Luneta, K. (2021). ‘Mapping pre-service teachers’ faulty reasoning in geometric translations to the design of Van Hiele phase-based instruction. South African Journal of Childhood Education, 11(1), 871. https://doi.org/10.4102/sajce.v11i1.871
- McDermott, L. C. (1991). What we teach and what is learned – Closing the gap. American Journal of Physics, 59(4), 301–315. https://doi.org/10.1119/1.16539
- Mikkilä-Erdmann, M., Penttinen, M., Anto, E., & Olkinuora, E. (2008). Constructing mental models during learning from science text. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction (pp. 63–79). Springer.
- Monaghan, F. (2000). What difference does it make? Children views of the difference between some quadrilaterals. Educational Studies in Mathematics, 42(2), 179–196. https://doi.org/10.1023/A:1004175020394
- Muldner, K., & Burleston, W. (2015). Utilizing sensor data to model students’ creativity in a digital environment. Computers in Human Behavior, 42, 127–137. https://doi.org/10.1016/j.chb.2013.10.060
- Mwangi, S. W., Githua, B. N., & Changeiywo, J. M. (2021). Effects of computer animations on students’ geometrical mathematics misconceptions in secondary schools, Kitui County, Kenya. Journal of Mathematics Education, 6(2), 112–123. https://doi.org/10.31327/jme.v6i2.1661
- Nesher, P. (1987). Towards an instructional theory: The role of learners’ misconception for the learning of mathematics. For the Learning of Mathematics, 7(3), 33–39.
- Obersteiner, A., & Tumpek, C. (2016). Measuring fraction comparison strategies with eye-tracking. ZDM—Mathematics Education, 48(3), 255–266. https://doi.org/10.1007/s11858-015-0742-z
- Okazaki, M., & Fujita, T. (2007). Prototype phenomena and common cognitive paths in the understanding of the ınclusion relations between quadrilaterals in Japan and Scotland. In H. Woo, K. Park, & D. Seo (Eds.), Proceedings of the 31st Conference of the Internatıonal Group for the Psychology of Mathematics Education (Vol. 4, pp. 41–48). PME.
- Osborne, R., & Gilbert, J. (1980). A technique for exploring students’ views of the world. Physics Education, 15(6), 376–379. https://doi.org/10.1088/0031-9120/15/6/312
- Ozcelik, E., Karakus, T., Kursun, E., & Cagiltay, K. (2009). An eye-tracking study of how color coding affects multimedia learning. Computers & Education, 53(2), 445–453. https://doi.org/10.1016/j.compedu.2009.03.002
- Ozen Unal, D., & Urun, O. (2021). Sixth grade students’ some difficulties and misconceptions on angle concept. Journal of Qualitative Research in Education, 27, 125–154. https://doi.org/10.14689/enad.27.7
- Park, H. (2004). The effects of divergent production activities with math inquiry and think aloud of students with math difficulty [Unpublished doctoral dissertation]. Texas A&M University.
- Patrick, M., Carter, G., & Wiebe, E. (2005). Visual representations of DNA replication: Middle grades students’ perceptions and interpretations. Journal of Science Education & Technology, 14(3), 353–365. https://doi.org/10.1007/s10956-005-7200-6
- Pickreign, J. (2007). Rectangle and rhombi: How well do pre-service teachers know them? Issues in the Undergraduate Mathematics Preparation of School Teachers, 1, 1–7.
- Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.
- Rayner, K. (1998). Eye movement in reading and information processing: 20 years of research. Psychological Bulletins, 124(3), 372–422. https://doi.org/10.1037/0033-2909.124.3.372
- Rayner, K., & Pollatsek, A. (1989). The psychology of reading. Lawrence Erlbaum.
- Resnick, L. B., Nesher, P., Leonard, F., Magone, M., Omanson, S., & Peled, I. (1989). Conceptual bases of arithmetic errors: The case of decimal fractions. Journal for Research in Mathematics Education, 20(1), 8–27. https://doi.org/10.2307/749095
- Sandir, H., Ubuz, B., & Argün, Z. (2007). Sınıf öğrencilerinin aritmetik işlemler, sıralama, denklem ve eşitsizlik çözümlerindeki hataları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 274–281.
- Saß, S., Schütte, K., & Lindner, M. A. (2017). Test-takers’ eye movements: Effects of integration aids and types of graphical representations. Computers & Education, 109, 85–97. https://doi.org/10.1016/j.compedu.2017.02.007
- Schindler, M., Lilienthal, A. J., Chadalavada, R., & Ögren, M. (2016). Creativity in the eye of the student. Refining investigations of mathematical creativity using eye-tracking goggles. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 163–170). PME.
- She, H. S., & Chen, Y. Z. (2009). The impact of multimedia effect on science learning: Evidence from eye movements. Computers & Education, 53(4), 1297–1307. https://doi.org/10.1016/j.compedu.2009.06.012
- Sims-Knight, J., & Kaput, J. J. (1983). Exploring difficulties in transformations between natural language and image-based representations and abstract symbol systems of mathematics. In D. Rogers & J. Sloboda (Eds.), The acquisition of symbolic skills (pp. 561–569). Plenum.
- Stacey, K., Helme, S., Steinle, V., Baturo, A., Irwin, K., & Bana, J. (2001). Preservice teachers’ knowledge of difficulties in decimal numeration. Journal of Mathematics Teacher Education, 4(3), 205–225. https://doi.org/10.1023/A:1011463205491
- Susac, A. N. A., Bubic, A., Kaponja, J., Planinic, M., & Palmovic, M. (2014). Eye movements reveal students’ strategies in simple equation solving. International Journal of Science and Mathematics Education, 12(3), 555–577. https://doi.org/10.1007/s10763-014-9514-4
- Swan, M. (2001). Dealing with misconceptions in mathematics. In P. Gates (Ed.), Issues in mathematics teaching (pp. 147–165). Routledge Falmer.
- Thomas, L. E., & Lleras, A. (2007). Moving eyes and moving thought: On spatial compatibility between eye movements and cognition. Psychonomic Bulletin & Review, 14(4), 663–668. https://doi.org/10.3758/BF03196818
- Tsai, M.-J., Hou, H. T., Lai, M. L., Liu, W.-Y., & Yang, F. Y. (2012). Visual attention for solving multiple-choice science problem: An eye-tracking analysis. Computers & Education, 58(1), 375–385. https://doi.org/10.1016/j.compedu.2011.07.012
- Tsamir, P., Tirosh, D., & Levenson, E. (2008). Intuitive nonexamples: The case of triangles. Educational Studies in Mathematics, 69(2), 81–95. https://doi.org/10.1007/s10649-008-9133-5
- Tsamir, P., Tirosh, D., Levenson, E., Barkai, R., & Tabach, M. (2014). Early-years teachers’ concept images and concept definitions: Triangles, circles, and cylinders. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-014-0641-8
- Uygun, T., & Akyuz, D. (2019). Developing subject matter knowledge through argumentation. International Journal of Research in Education and Science, 5(2), 532–547.
- Van de Walle, J. A. (2004). Elementary and middle school mathematics: Teaching developmentally. Longman.
- Xiaobao, L. I. (2006). Cognitive analysis of students’ errors and misconceptions in variables, equations, and functions [Unpublished doctoral dissertation]. Texas A&M University.
- Yenilmez, K., & Yaşa, E. (2008). İlköğretim öğrencilerinin geometrideki kavram yanılgıları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 461–483.
- Žilková, K., Gunčaga, J., & Kopáčová, J. (2015). (Mis)conceptions about geometric shapes in preservice primary teachers. Acta Didactica Napocensia, 8(1), 27–35.