Concept Images for Rational Number and Fraction of the Students at the Elementary Mathematics Education Department

Purpose: In this study, it is aimed to determine the concept images related to the concepts of “rational number and fraction” of the students students at the Elementary Mathematics Education Department based on the Concept Image Theory. Design & Methodology: This study was designed in accordance with a qualitative research method. The study group of the study consisted of 110 students attending an University of Elementary Mathematics Education Department in the 2014-2015 academic year. “Rational Number and Fraction Concept Image Questionnaire” developed by the researcher was used to collect the data. In the analysis of the obtained data, content analysis was used in accordance with the research design. Findings: As a result of the questionnaire applied to the students, it was seen that they mostly have a part-whole image on the concept of fraction, and mostly the ratio image on the concept of rational number. The difference between the rational number and the fraction concept is that the concept of fraction cannot be negative but the concept of rational number can be negative. Implications & Suggestions: At the end of the study, it is concluded that the rational number and fraction concept images of the students are not clear enough. The proposal can be examined in less detail by interviewing fewer students. The results can be compared with different departments or students of different faculties