Development and Implementation of an Open-Ended Test Focused on Identifying Misconceptions in the Topic of Fractions for 6th Grade Students

This study aimed to develop and implement an open-ended misconception detection test based on similar questions to identify students’ misconceptions about fractions and share the results. The test was designed to form heterogeneous groups prior to Predict–Observe–Explain (POE) activities. Potential misconceptions were first identified based on the researchers’ experience and a literature review. Five mathematics educators consulted on test development, and a Turkish language teacher reviewed its linguistic clarity. A pilot study with five students confirmed its clarity. The main study involved 30 students in a public school in Central Anatolia, using action research methods. The test served as the primary data collection tool. Data were analyzed under the criterion that repeated errors on similar questions indicate misconceptions. Results revealed misconceptions in ordering, comparing, equivalence, addition, subtraction, expansion, and multiplication of fractions. The study recommends using the test to form heterogeneous groups for misconception correction activities.