Student Misconceptions in Elementary School When Solving Problems on Mathematical-Literacy-Based Question Types

Source abstract

Existing studies have examined context-based mathematical errors and topic-specific misconceptions, while less attention has been given to their distribution across mathematical literacy processes and their persistence over time. This study examines misconceptions among 15 Grade 5 students when solving mathematical literacy problems involving plane figures and fractions. A descriptive qualitative design was employed using two written tests administered approximately one month apart and probing questions during problem solving. Students’ responses were classified according to the formulating, employing, and interpreting processes. Eight types of misconceptions were identified. Half of the identified errors occurred in the employing process, while the formulating and interpreting processes each accounted for one quarter. In the second test, approximately half of the students answered correctly, while the remaining students displayed misconceptions consistent with those identified previously. The findings highlight the need for explicit instruction on shape properties, formula selection, keyword interpretation, and result verification. A structured, context-first learning sequence incorporating Problem-Based Learning warrants further empirical investigation.