Investigating Learners' Misconceptions on Division of Whole Numbers to Identify a Goal of Research Lesson -- A Case of Lesson Study
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| Title: | Investigating Learners' Misconceptions on Division of Whole Numbers to Identify a Goal of Research Lesson -- A Case of Lesson Study |
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| Language: | English |
| Authors: | Mami Sugawara (ORCID |
| Source: | International Electronic Journal of Mathematics Education. 2026 21(1). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Misconceptions, Mathematics Instruction, Mathematical Concepts, Concept Formation, Grade 6, Division, Numbers, Error Patterns, Mathematics Skills, Intervention, Communities of Practice, Faculty Development, Foreign Countries |
| Geographic Terms: | South Africa |
| ISSN: | 1306-3030 |
| Abstract: | Identifying and addressing learners' misconceptions is critical for effective mathematical instruction, as unresolved conceptual gaps hinder long-term mathematical development. Diagnostic assessment provides a valuable means of uncovering these misconceptions and informing targeted teaching strategies. Despite this, classroom practices often prioritise procedural fluency over deep conceptual understanding, allowing learners to progress without fully addressing underlying difficulties. This study investigated Grade 6 learners' misconceptions about the division of whole numbers using a two-tier multiple-choice diagnostic test and unstructured interviews. Guided by Revised Bloom's Taxonomy and Newman's Error Analysis Theory within an interpretivist qualitative case study design, the study employed thematic analysis to categorise learners' errors. The findings revealed three dominant types of errors: transformation errors, comprehension errors, and processing skill errors. These results underscore the importance of strengthening learners' grasp of foundational concepts such as place value and mathematical language. The study recommends that teachers explicitly integrate diagnostic assessments into classroom practice and design instructional interventions that directly target specific error types, thereby supporting both conceptual understanding and procedural fluency in division. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505575 |
| Database: | ERIC |
| Abstract: | Identifying and addressing learners' misconceptions is critical for effective mathematical instruction, as unresolved conceptual gaps hinder long-term mathematical development. Diagnostic assessment provides a valuable means of uncovering these misconceptions and informing targeted teaching strategies. Despite this, classroom practices often prioritise procedural fluency over deep conceptual understanding, allowing learners to progress without fully addressing underlying difficulties. This study investigated Grade 6 learners' misconceptions about the division of whole numbers using a two-tier multiple-choice diagnostic test and unstructured interviews. Guided by Revised Bloom's Taxonomy and Newman's Error Analysis Theory within an interpretivist qualitative case study design, the study employed thematic analysis to categorise learners' errors. The findings revealed three dominant types of errors: transformation errors, comprehension errors, and processing skill errors. These results underscore the importance of strengthening learners' grasp of foundational concepts such as place value and mathematical language. The study recommends that teachers explicitly integrate diagnostic assessments into classroom practice and design instructional interventions that directly target specific error types, thereby supporting both conceptual understanding and procedural fluency in division. |
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| ISSN: | 1306-3030 |
