An open dataset of 505 documented math misconceptions from 31 Turkish studies (11 theses + 20 papers, 2006–2026) on the LGS middle-school exam. 24 fields, CC BY 4.0 licensed. Useful for teachers and researchers comparing commonly reported misconceptions across sources in Turkish secondary mathematics education. Full methodology, data sources, and scope limitations are documented on the linked page. This inventory reflects the samples of the studies reviewed — it is not a nationally representative prevalence measure for Turkey. DOI: https://doi.org/10.5281/zenodo.22180687 Source: https://lemmaakademi.com/metodoloji

An open dataset of 505 documented math misconceptions from 31 Turkish studies (11 theses + 20 papers, 2006–2026) on the LGS middle-school exam. 24 fields, CC BY 4.0 licensed. Useful for teachers and researchers comparing commonly reported misconceptions across sources in Turkish secondary mathematics education. Full methodology, data sources, and scope limitations are documented on the linked page. This inventory reflects the samples of the studies reviewed — it is not a nationally representative prevalence measure for Turkey. DOI: https://doi.org/10.5281/zenodo.22180687 Source: https://lemmaakademi.com/metodoloji

Turkish teacher worksheet on documented student misconceptions about exponent notation, sign scope, and product rules, with a real classroom contribution and worked answers. This resource combines bounded evidence from four primary sources, a genuine classroom observation from mathematics teacher Muhammed Erin, and an original teaching activity with full worked solutions. It addresses whether a minus sign falls inside or outside the base, and the conditions under which exponent product rules apply. Designed for Türkiye’s LGS (national middle-school exam) mathematics context, eighth grade. It is not a validated diagnostic test. Permanent record and full documentation: https://doi.org/10.5281/zenodo.22733226

Turkish teacher worksheet on documented student misconceptions about factors and common divisors, with a real classroom contribution and worked answers. This resource combines bounded research evidence from a published thesis, a genuine classroom observation from mathematics teacher Muhammed Erin, and an original teaching activity with full worked solutions. Designed for Türkiye’s LGS (national middle-school exam) mathematics context — sixth-grade foundation, useful for eighth-grade LGS review. It is not a validated diagnostic test; a single wrong answer should not be read as proof of a fixed misconception. Permanent record and full documentation: https://doi.org/10.5281/zenodo.22733226