[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595877-105":59,"doc-detail-595877-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","misconceptions-of-students-in-learning-mathematics-at-primary-level","Misconceptions of Students in Learning Mathematics at Primary Level","","The study identifies misconceptions among primary-level students in learning mathematics. Mathematics curriculum for grades I–IV was used to build a test covering eight conceptual areas: Numbers, Operations on Numbers, Fractions, Operations on Fractions, Decimals, Measurement, Information Handling, and Geometry. Twelve randomly selected schools from Faisalabad district participated. The researchers administered the test personally; 248 grade V students took part. Data were analyzed in SPSS using item-wise and gender-wise methods, revealing frequent misconceptions and errors that kept achievement very low (mean score 6.2–16.1 out of 51).",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/misconceptions-of-students-in-learning-mathematics-at-primary-level/595877/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/misconceptions-of-students-in-learning-mathematics-at-primary-level/595877.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"The study was designed to identify misconceptions of primary-level students in learning mathematics and to examine where errors and misconceptions occur.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which conceptual areas were included in the mathematics test?",{"text":117,"@type":113},"The test covered eight conceptual areas: Numbers, Operations on Numbers, Fractions, Operations on Fractions, Decimals, Measurement, Information Handling, and Geometry.",{"name":119,"@type":110,"acceptedAnswer":120},"How were misconceptions and errors analyzed in the study?",{"text":121,"@type":113},"The collected data were analyzed using SPSS with item-wise and gender-wise analyses to identify misconceptions, errors, and whether results were uniform across genders.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595877,1792252006,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Misconceptions of Students in Learning Mathematics at Primary Level  \nRana Ghulam Mohyuddin* and Usman Khalil**  \nAbstract  \nThe study was designed to identify the misconceptions ofthe students in learning mathematics at primary level. For this, curriculum of mathematics from class I to IV was used to develop a test inclusive of all the conceptual areas of mathematics from class I to Class IV. The curriculum of class V was left out because the sample students were planned to take into the study who were studying in class V. Twelve sample schools from Faisalabad district were selected randomly equal in number from all the three tehsils of Faisalabad. Test was conducted personally by the researchers. There were eight conceptual areas determined and included in the test viz. Numbers, Operations on Numbers, Fractions, Operations on Fractions, Decimals, Measurement, Information Handling and Geometry. The data collected from the all the students of class V of the selected sample schools, and 248 students took part in the exercise. Multi items were developed in each of the areas with different difficulties in order to have an idea of which of the selected eight areas was posing threat of misconceptions amongst the sample students. The data were analyzed using SPSS. Item-wise and gender-wise analyses was conducted to identify misconceptions and errors students committed and also to find out whether there was uniformity gender-wise or otherwise. The analyses disclosed that almost are the areas were having abandon of the errors and misconceptions and hence the achievement remained very low (mean score remained within 6.2 to 16.1 out of 51) .  \nKeywords: Misconceptions, Mathematics, primary level  \n* Principal, Govt. College for Elementary Teachers, Jhelum. Email: [ranadin@yahoo.com](ranadin@yahoo.com)  \n** Associate Professor, Department of Education, SSSH, UMT, Lahore  \nIntroduction  \nThe researcher has worked as a mathematics teacher, teacher educator and trainer of mathematics teachers and head teacher of different government high schools. The experience and continuous interaction with students and teachers of mathematics, specifically at school level have resulted in his concern with the learning of mathematics. It has become increasingly important to know how students can be taught more effectively in the classroom. With this background, work experience and professional assignments, the researcher wished to identify the kinds of errors and misconceptions students make at Primary level and investigate the possible causes for errors and misconceptions to suggest remedial measures for the problems faced by the students.  \nProgress in the understanding of mathematical development of children has been quite considerable for the last few decades. The major contribution in this regard has come from psychological, educational and cross-cultural investigations. The knowledge about understanding of mathematical concepts has been enriched by the combination of experimental, survey research and observational studies and these have challenged the theories about how children think and learn in various mathematical domains (David Wood, 1998) .  \nThe errors and misconceptions that students develop during previous classes or bring with them to the school from the community can create hindrances in the ongoing learning of mathematical conceptions, consequently producing poor achievement in mathematics. Even if, the errors and misconceptions are considered positive, there is certainly a need to rectify these and help students‟ progress in the development of mathematics knowledge during their education. It is also important to see whether the teachers‟ misconceptions have any effect on the students‟ misconceptions. There is, therefore, a need to identify not only the conceptual areas where most of the children make mistakes or construct wrong generalizations but also the reasons responsible for those and how to rectify or correct them. This need has b","cbCaiuokurRbLklr","https://ap.wps.com/l/cbCaiuokurRbLklr","pdf",625188,"English","# Abstract\n# Introduction\n# Errors: Meaning and explanation\n# Misconceptions: Meaning and explanation","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study was designed to identify misconceptions of primary-level students in learning mathematics and to examine where errors and misconceptions occur.\"},{\"question\":\"Which conceptual areas were included in the mathematics test?\",\"answer\":\"The test covered eight conceptual areas: Numbers, Operations on Numbers, Fractions, Operations on Fractions, Decimals, Measurement, Information Handling, and Geometry.\"},{\"question\":\"How were misconceptions and errors analyzed in the study?\",\"answer\":\"The collected data were analyzed using SPSS with item-wise and gender-wise analyses to identify misconceptions, errors, and whether results were uniform across genders.\"}]","Misconceptions of Students in Learning Mathematics at Primary Level | PDF",1792082032,76]