Systematic literature review: Identification of misconceptions in mathematics learning

Muhamat Hidayatul  Ridho; Dadang Juandi

doi:10.29407/jmen.v9i1.19918

Authors

Muhamat Hidayatul Ridho Universitas Pendidikan Indonesia
Dadang Juandi Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.29407/jmen.v9i1.19918

Keywords:

Identification, Misconceptions, Mathematics Learning

Abstract

The Systematic Literature Review (SLR) discussed in this article is related to the identification of misconceptions in learning mathematics. A total of 26 articles used in this review were obtained from the ERIC and ProQuest databases with publication criteria in 2019 – 2023 and have met all predetermined study criteria. Procedures for systematic literature review include search strategy, selection criteria, selection process, data collection, and data analysis. The research results obtained include: 1) 2022 will be the peak of the development of the publication of articles related to mathematical misconceptions in reputable international journals with a total of 8 articles, 2) mathematical misconceptions are most widely researched at the Junior High School (SMP) level with 10 studies, 3) algebraic and number materials are the mathematical concepts that have been studied the most by misconceptions with the number of articles found 7 and 5 articles respectively, 4) the research on students' mathematical misconceptions is mostly carried out, especially in Indonesia and Turkey with the number of articles respectively 7 and 6 articles, 5) the most widely applied research method is the qualitative method with a total of 16 articles, 6) the forms of misconceptions found in this study are inadequate conceptions, over-generalizations, incorrect classification, and errors in definition.

References

Adıgüzel, T., Şi̇mşi̇r, F., Çubukluöz, Ö., & Gökkurt Özdemi̇r, B. (2018). Master's Theses and Doctoral Dissertations on Misconceptions in Mathematics and Science Education in Turkey: A Thematic Analysis. Bayburt Eğitim Fakültesi Dergisi, 13(25), 57-92.

Afriansyah, E. A., & Arwadi, F. (2021). Learning Trajectory of Quadrilateral Applying Realistic Mathematics Education: Origami-Based Tasks. Mathematics Teaching Research Journal, 13(4), 42-78.

Aliustaoğlu, F., Tuna, A., & Biber, A. Ç. (2018). The misconceptions of sixth grade secondary school students on fractions. International Electronic Journal of Elementary Education, 10(5), 591-599.

Ay, Y. (2017). A review of research on the misconceptions in mathematics education. Education Research Highlights in Mathematics, Science and Technology, 2017, 21-31.

Aydogan, S., & Gelbal, S. (2017). Examination of pre-service teachers’ misconceptions in measurement and evaluation concepts. Journal of Measurement and Evaluation in Education and Psychology, 8(4), 404-420. https://doi.org/10.21031/epod.355275

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn (Vol. 11). Washington, DC: National academy press.

Chea, S., & Baba, T. (2021). Analysing Students’ Conceptions Underlying the Errors in Algebraic Expressions: A Case Study on Cambodian Ninth Grade Students. Journal of Science and Mathematics Education in Southeast Asia, 44(December), 22-40.

Chiphambo, S. M., & Mtsi, N. (2021). Exploring grade 8 students’ errors when learning about the surface area of prisms. Eurasia Journal of Mathematics, Science and Technology Education, 17(8), em1985.

Durmaz, A., & IŞIKSAL BOSTAN, M. İ. N. E. (2022). Pre-service teachers’ knowledge regarding the area of triangle. European Journal of Science and Mathematics Education, 10(2).

Examinations Council of Lesotho. (2018). Mathematics examiners’ reports, syllabus 0178/4. Maseru: Lesotho.

Ling, G. C. L., Shahril, M., & An, A. (2016). Common Misconceptions of Algebraic Problems: Identifying Trends and Proposing Possible Remedial Measures. Advanced Science Letter, 22, 1547-1550.

Gokkurt-Ozdemir, B., Yildiz-Durak, H., Karaoglan-Yilmaz, F. G., & Yilmaz, R. (2021). The Effects of Digital Concept Cartoons and Digital Concept Maps on Eliminating Middle School Students’ Misconceptions in the Mathematics Course: An Experimental Research. Informatics in Education, 20(2), 205.

Graeber, A., & Johnson, M. (1991). Insights into secondary school students' understanding of mathematics. College Park, University of Maryland, MD.

Hayati, R., & Setyaningrum, W. (2019, October). Identification of misconceptions in middle school mathematics utilizing certainty of response index. In Journal of Physics: Conference Series (Vol. 1320, No. 1, p. 012041). IOP Publishing.

Hokor, E. K., Apawu, J., Owusu-Ansah, N. A., & Agormor, S. (2022). Preservice Teachers' Misconceptions in Solving Probabilistic Problems. Pedagogical Research, 7(1).

Iddrisu, M. M., Abukari, A. & Boakye, S. (2017). Some common misconstructions and misinterpretations in basic algebra: a case of students of university for development studies and Navrongo senior high school in Ghana. British Journal of Education. 5(9), 22-35.

Ilhan, A., & Akin, M. F. (2022). Analysis of Contextual Problem Solutions, Mathematical Sentences, and Misconceptions of Pre-Service Mathematics Teachers. International Electronic Journal of Mathematics Education, 17(1), em0666.

Ilyas, A., & Saeed, M. (2018). Exploring teachers’ understanding about misconceptions of secondary grade chemistry students. International Journal for Cross-Disciplinary Subjects in Education, 9(1), 3323-3328. https://doi.org/10.20533/ijcdse.2042.6364.2018.0444

Jarrah, A. M., Wardat, Y., & Gningue, S. (2022). Misconception on addition and subtraction of fractions in seventh-grade middle school students. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2115.

Juandi, Dadang, & Tamur, M. (2020). Pengantar Analisis Meta. UPI PRESS.

Khalid, M., & Embong, Z. (2019). Sources and possible causes of errors and misconceptions in operations of integers. International Electronic Journal of Mathematics Education, 15(2), em0568.

Kshetree, M. P., Acharya, B. R., Khanal, B., Panthi, R. K., & Belbase, S. (2021). Eighth Grade Students' Misconceptions and Errors in Mathematics Learning in Nepal. European Journal of Educational Research, 10(3), 1101-1121.

Kusno, & Sutarto (2022). Identifying and Correcting Students’ Misconceptions in Defining Angle and Triangle. European Journal of Educational Research.

Lee, H. J., & Boyadzhiev, I. (2020). Underprepared College Students' Understanding of and Misconceptions with Fractions. International Electronic Journal of Mathematics Education, 15(3).

Moru, E. K., & Mathunya, M. (2022). A constructivist analysis of Grade 8 learners’ errors and misconceptions in simplifying mathematical algebraic expressions. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 7(3).

NCTM (National Council of Teachers of Mathematics). (2000). Principles and standards for school mathematics. Reston, VA: Author.

Parta, I. N., & Rahardjo, S. (2019, March). Misconception of triangle concept through epistemological mathematics belief. In Journal of Physics: Conference Series (Vol. 1188, No. 1, p. 012076). IOP Publishing.

Parwati, N., & Suharta, I. (2020). Effectiveness of the implementation of cognitive conflict strategy assisted by e-service learning to reduce students' mathematical misconceptions. International Journal of Emerging Technologies in Learning (iJET), 15(11), 102-118.

Powell, S. R., & Nelson, G. (2021). University students' misconceptions about rational numbers: Implications for developmental mathematics and instruction of younger students. Psychology in the Schools, 58(2), 307-331.

Rahaju, E. B., Iriyani, D., & Artiono, R. (2019, December). Identification and Exploration of Elementary School Teacher Misconception in Mathematical Learning. In Journal of Physics: Conference Series (Vol. 1417, No. 1, p. 012052). IOP Publishing.

Rakes, C. R., & Ronau, R. N. (2019). Rethinking Mathematics Misconceptions: Using Knowledge Structures to Explain Systematic Errors within and across Content Domains. International Journal of Research in Education and Science, 5(1), 1-21.

Sarı, M. H., Tertemiz, N., & Demirci, N. (2021). A study on 5th grade students’ achievement levels and misconceptions in the concept of angle.

Sintema, E. J., & Marban, J. M. (2021). Pre-service teachers’ knowledge of identifying and clearing pupils’ misconceptions about inverse and composite functions via vignettes. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1930.

Suparno, P. (2013). Miskonsepsi & perubahan konsep dalam pendidikan fisika. Gramedia Widiasarana.

Suwarto, D. (2013). Pengembangan Tes Diagnostik Dalam Pembelajaran. Yogyakarta: Pustaka Pelajar.

Wakhata, R., Mutarutinya, V., & Balimuttajjo, S. (2022). Pedagogical Content Knowledge of Mathematics Teachers: A Focus on Identifying and Correcting Sources of Students’ Misconceptions in Linear Programming. The International Journal of Pedagogy and Curriculum, 29(2), 23.

Yang, D. C., & Sianturi, I. A. J. (2019). Sixth grade students’ performance, misconceptions, and confidence when judging the reasonableness of computational results. International Journal of Science and Mathematics Education, 17, 1519-1540.

Yang, D. C., & Sianturi, I. A. J. (2021). Sixth grade students’ performance, misconception, and confidence on a three-tier number sense test. International Journal of Science and Mathematics Education, 19(2), 355-375.

Yazici, N., & Simsek, M. (2022). Examining the Scenarios Created by Pre-Service Teachers Regarding Misconceptions That May Occur in the Teaching Process. Acta Didactica Napocensia, 15(2), 256-268.