This study aimed to investigate eighth-grade students' difficulties and misconceptions
and their performance of translation between the different representation modes related
to the slope of linear functions. The participants were 115 Turkish eighth-grade students
in a city in the eastern part of the Black Sea region of Turkey. Data was collected
with an instrument consisting of seven written questions and a semi-structured interview
protocol conducted with six students. Students' responses to questions were categorized
and scored. Quantitative data was analyzed using the SPSS 17.0 statistical packet
program with cross tables and one-way ANOVA. Qualitative data obtained from interviews
was analyzed using descriptive analytical techniques. It was found that students'
performance in articulating the slope of the linear function using its algebraic representation
form was higher than their performance in using transformation between graphical and
algebraic representation forms. It was also determined that some of them had difficulties
and misunderstood linear function equations, graphs, and slopes and could not comprehend
the connection between slope and the x- and y-intercepts.