Among the factors which affect learning, the importance of the learner’s intuitions is indisputable. In mathematics and science education according to a theory known as intuitive rules theory, individuals’ similar reactions to conceptually unrelated situations stem from their being affected by some common intuitive rules. The aim of this study is to examine the 8th grade students’ answers to different kinds of comparison questions in terms of “same A – same B” and “more A – more B” intuitive rules. In the study, mixed method in which quantitative and qualitative research methods are used together was applied. Sample of the study was determined by available sampling method. Participants were 30 8th grade students 20 of which was female and 10 of which was male attending to a state middle school in Anatolian side of İstanbul. Data was collected through Intuitive Rules Test which consists of 10 multiple choice questions. 5 of the questions aimed at measuring “same A – same B” rule and 5 of it aimed at measuring “more A – more B” intuitive rule. In each question, besides marking the alternative they think as the correct answer, the students filled in the explanation part in which they are expected to justify their choice; so, qualitative data was provided for the study. For the quantitative analysis of data, in each question the frequency and percentages of students who marked the correct alternative and who marked the alternative related with the intuitive rule were calculated. In the qualitative part of the analysis, the students’ explanations were coded as either “in line with the answer” or “inconsistent with the answer” and the frequency and percentages of these were calculated. Findings showed that the percentage of students’ marking the alternative related to the intuitive rules was between 20% and 66,7%. Students who marked alternatives designed for the intuitive rules often used characteristic expressions related to those intuitive rules.
Intuitive Rules Theory, Same A – Same B, More A – More B