Learning Scenarios for Preventing Mathematical Misconceptions at the Lower Secondary Level

Abstract

This research aimed 1) to synthesize mathematical misconceptions at the lower secondary education level that are commonly found and the causes that lead to misconceptions, 2) to develop learning scenarios to prevent the occurrence of mathematical misconceptions, and 3) to study the guidelines for implementing learning scenarios in instructional management. The research was conducted in 3 phases: Phase 1, synthesizing data from domestic and international research over the past 10 years; Phase 2, designing learning scenarios and improving them based on evaluations from experts; Phase 3, studying the implementation guidelines of the scenarios. The research instruments consisted of 1) ten learning scenarios, 2) expert questionnaires to examine content and causes of misconceptions, 3) learning scenario quality assessment form, and 4) record form of scenario implementation. Data were analyzed by mean, and standard deviation.

The research findings revealed that 1) misconceptions that are common were in the content of number and algebra, totaling 47 items, which could be classified into 10 concepts, 2) all ten learning scenarios were evaluated to be at the highest quality level, and 3) there were two forms of scenario use: using the scenario without modification, and using it as a guideline in designing instructional management.