Analysis of the Abstraction Process of Continuity Knowledge

Abstract

This study aimed to analyze the abstraction process of twelve-grade students' continuity knowledge through theRBC+C abstraction model. With this aim, a semi-constructed interview was conducted with two twelfth-gradestudents and recorded with a video camera. Two different research problems were addressed in the interview, and thestudents were asked to think about these problems loudly by discussing each other. As a result, it was understood thatthese students found difficult to build-with some prior knowledge that is required for abstracting continuityknowledge even though they recognized them. Nevertheless, it was observed that the students constructed continuityknowledge to some extent.