IDENTIFYING CAUSES OF MATHEMATICAL MISCONCEPTIONS AND PROPOSED STRATEGIES: A STUDY ON 4TH-GRADE STUDENTS USING TIMSS 2015 ITEMS

Narjes Kargari Sisi(1*),

(1) Science and Research Branch, Islamic Azad University, Tehran, Iran
(*) Corresponding Author

Abstract


This study aimed to identify the primary causes of mathematical
misconceptions (MMCs) among 4th-grade elementary school boys when
solving selected items from the Trends in International Mathematics and
Science Study (TIMSS) 2015, and to propose appropriate strategies for
addressing them. The independent variable was the instructional intervention
using targeted strategies, while the dependent variable was the occurrence of
MMCs. The sample consisted of 40 male students from Shahid Beheshti
Public Elementary School in Tehran, Iran, randomly assigned to an
experimental group (n = 20) and a control group (n = 20). After a pretest, the
experimental group received strategy-based instruction aimed at reducing
MMCs, whereas the control group received no intervention. Both groups
then completed a post-test. Data were analyzed using analysis of covariance
(ANCOVA). The results showed that implementing targeted instructional
strategies significantly reduced the frequency of MMCs. Six common
misconceptions were identified, and corresponding strategies were
introduced. These findings suggest that strategy-based instruction can be a
valuable tool for promoting deeper conceptual understanding in mathematics
education.


Keywords


Mathematics; 4th-grade elementary school; Appropriate strategies; Causes of misconceptions; TIMSS 2015

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DOI: https://doi.org/10.31327/jme.v10i1.2708

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