ISSN: 2222-6990
Open access
The misconception in mathematics education has been highlighted in various studies. However, there is still a limited literature review on students’ misconceptions in mathematics. The purpose of this study is to review and analyze articles on student misconceptions in mathematics published between 2014 and 2019. The literature search for this study was conducted using four online databases, namely ERIC, Scopus, ScienceDirect, and Google Scholar. To ease the process, the researcher has set several inclusion and exclusion criteria before conducting the review. This study found that there is a decline in the number of articles published between 2014 to 2019 and that most studies have focused on primary school students. The study found that most of the studies conducted were aimed at determining misconceptions rather than overcoming students’ misconceptions in mathematics education. Also, the instruments and methods for obtaining data that researchers often use are through tests and interviews. Some suggestions on overcoming misconceptions in mathematics are also highlighted for further study.
Alghazo, Y. M., & Alghazo, R. (2017). Exploring common misconceptions and errors about fractions among college students in Saudi Arabia. International Education Studies, 10(4), 133-140. DOI:10.5539/ies.v10n4p133
Aliustao?lu, F., Tuna, A., & Biber, A. (2018). The Misconceptions of Sixth Grade Secondary School Students on Fractions. International Electronic Journal Of Elementary Education, 10(5), 591-599. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/512.DOI: 10.26822/iejee.201854130
Ang, L. H., & Shahrill, M. (2014). Identifying students’ specific misconceptions in learning probability. International Journal of Probability and Statistics, 3(2), 23-29.
DOI: 10.5923/j.ijps.20140302.01.
Booth, J. L., Newton, K. J., & Twiss-Garrity, L. K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118, 110–118.DOI: 10.1016/j.jecp.2013.09.001
Brodie, K. (2014). Learning about learner errors in professional learning communities. Educational Studies of Mathematics, 85(2), 221–239. DOI: 10.1007/s10649-013-9507-1
Denbel, D. G. (2014). Students’ misconceptions of the limit concept in a first calculus course. Journal of Education and Practice, 5(34), 24-40.
Dhlamini, Z. B., & Kibirige, I. (2014). Grade 9 learners’ errors and misconceptions in addition of fractions. Mediterranean Journal of Social Sciences, 5(8), 236.
DOI: 10.5901/mjss.2014.v5n8p236
Durkin, K., & Rittle-Johnson, B. (2015). Diagnosing misconceptions: Revealing changing decimal fraction knowledge. Learning and Instruction, 37, 21-29.
DOI: 10.1016/j.learninstruc.2014.08.003
Fadillah, S., & Susiaty, U. D. (2019). Developing refutation text to resolve students’ misconceptions in addition and subtraction of integers. Beta: Jurnal Tadris Matematika, 12(1), 14-25. DOI: 10.20414/betajtm.v12i1.160
Gningue, S. M., Menil, V. C., & Fuchs, E. (2014). Applying Bruner's theory of representation to teach pre-algebra and algebra concepts to community college students using virtual manipulatives. Electronic Journal of Mathematics & Technology, 8(3).
Gurel, D. K., Ery?lmaz, A., & McDermott, L. C. (2015). A review and comparison of diagnostic instruments to identify students' misconceptions in science. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 989-1008.
https://doi.org/10.12973/eurasia.2015.1369a
Koray, Ö., & Bal, ?. (2002). Fen ö?retiminde kavram yan?lg?lar? ve kavramsal de?i?im stratejisi. Gazi Üniversitesi Kastamonu E?itim Fakültesi Dergisi, 10(1), 83-90.
Kula, S., & Güzel, E. B. (2014). Misconceptions emerging in mathematics student teachers’ limit instruction and their reflections. Quality & Quantity, 48(6), 3355-3372.DOI: 10.1007/s11135-013-9961-y
Lee, J. S., & Ginsburg, H. P. (2009). Early childhood teachers' misconceptions about mathematics education for young children in the united states. Australasian Journal of Early Childhood, 34(4), 37-45. https://doi.org/10.1177/183693910903400406
Li, V. L., Julaihi, N. H., & Eng, T. H. (2017). Misconceptions and errors in learning integral calculus. Asian Journal of Universiti Education, 13(2), 17-39.
Lin, C. Y., Ko, Y., & Kuo, Y. C. (2014). Changes in pre-service teachers’ algebraic misconceptions by using computer-assisted instruction. International Journal of Technology in Mathematics Education, 21(3), 89101. DOI: 10.1007/978-3-319-45053-7_4
Lin, Y. C. (2016). Diagnosing students' misconceptions in number sense via a web-based two-tier test. Eurasia Journal of Mathematics, Science & Technology Education, 12(1). https://doi.org/10.12973/eurasia.2016.1420a.
Luneta, K. (2015). Understanding students' misconceptions: An analysis of final grade 12 examination questions in geometry. Pythagoras, 36(1), 1-11. doi:10.4102/pythagoras.v36i1.261.
Machaba, F. M. (2016). The concepts of area and perimeter: insights and misconceptions of grade 10 learners. Pythagoras, 37(1), 1-11. DOI: 10.4102/pythagoras.v37i1.304
In-Text Citation: (Jamaludin & Maat, 2020)
To Cite this Article: Jamaludin, N. H., & Maat, S. M. (2020). A Systematic Literature Review on Students Misconceptions in Mathematics. International Journal of Academic Research in Business and Social Sciences, 10(6), 127–145.
Copyright: © 2020 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode