Abstract
In this study, 3rd grade elementary school mathematics education students’ cognitive models about sequences and series were determined. In the study, there was a comparison between students’ cognitive models and real scientific models. In the study, the data were gathered from the semi-structured interviews with 10 stu- dents and visualizations were obtained during these interviews. At the end of the study, results indicated that students have similar cognitive models about the series, sequences and their properties. However, students’ responses during the interviews are not appropriate when the scientific models were considered. In addition, some students were able neither to construct cognitive models nor to make a comment about sequences and series.
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