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Kurudirek, Abdullah
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Computer Science & IT Economics, Econometrics & Finance Education Health Professions

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Journal : EDUCENTER JURNAL PENDIDIKAN

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Math misconceptions: Mistakes, misunderstanding, and confusion Kurudirek, Abdullah; Karim, Bnar; Sarhang, Delan; Tulqin , Safarov
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1322

Abstract

In this study, we investigate mathematical misconceptions, particularly prevalent among high school students, and offer solutions. The primary aims of our research include identifying the most common mathematical misconceptions, uncovering their underlying causes, and evaluating research-based solutions that have successfully addressed these issues. For this study, data were collected using a mixed-methods approach in Stirling Schools operating throughout Iraq. Data were gathered via a diagnostic test, as well as teacher interviews and classroom observations. The test revealed conceptual, procedural, and application problems, while interviews and observations gave qualitative information about the sources of misunderstandings and teaching tactics. The data analysis blended quantitative mistake classification with qualitative theme analysis to provide a complete picture of misunderstandings and effective training approaches. In light of the data obtained, we can state that misconceptions typically stem from a lack of conceptual understanding, over-reliance on procedural methods, and contextual misunderstandings. Additionally, it has been shown that conceptual education, visual aids, and peer-supported learning help eliminate mathematical misconceptions. These valuable findings hold significant implications for educators seeking to improve students' mathematical knowledge by emphasizing the importance of concept-based learning and providing opportunities for re-education. Through this study, we offer key insights into how widespread mathematical misconceptions can be effectively addressed, contributing meaningfully to mathematics education.
The more empowered schools, the more fruitful students Kurudirek, Abdullah; Berdieva, Oygul
Educenter : Jurnal Ilmiah Pendidikan Vol. 3 No. 1 (2024): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v3i1.921

Abstract

This study emphasizes the importance of adding life skills education to school curricula, recognizing that not all students' paths will lead to traditional employment. While not all students will become doctors, engineers, or lawyers, they will all go through a process of growth. Every individual needs key life skills necessary for resilience, adaptation, and effective management of daily life. This study aims to explore the important role of education in preparing the developing generation to live at the desired level by emphasizing the importance of empowering schools to shape a more productive future. This study utilizes the case study research approach. In this technique, researchers remain outside of the situation under investigation, focusing on the examination of many aspects and components that may interact. as a result, a holistic education, active families, and a developing curriculum with 21st-century skills enable children to overcome social barriers and prepare them for postsecondary education and the workforce. This study proposes a holistic strategy that emphasizes life skills alongside academic coursework, developing individuals who are adaptable and ready to face future challenges by revisiting the traditional educational tripod.
Math misconceptions: Mistakes, misunderstanding, and confusion Kurudirek, Abdullah; Karim, Bnar; Sarhang, Delan; Tulqin , Safarov
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1322

Abstract

In this study, we investigate mathematical misconceptions, particularly prevalent among high school students, and offer solutions. The primary aims of our research include identifying the most common mathematical misconceptions, uncovering their underlying causes, and evaluating research-based solutions that have successfully addressed these issues. For this study, data were collected using a mixed-methods approach in Stirling Schools operating throughout Iraq. Data were gathered via a diagnostic test, as well as teacher interviews and classroom observations. The test revealed conceptual, procedural, and application problems, while interviews and observations gave qualitative information about the sources of misunderstandings and teaching tactics. The data analysis blended quantitative mistake classification with qualitative theme analysis to provide a complete picture of misunderstandings and effective training approaches. In light of the data obtained, we can state that misconceptions typically stem from a lack of conceptual understanding, over-reliance on procedural methods, and contextual misunderstandings. Additionally, it has been shown that conceptual education, visual aids, and peer-supported learning help eliminate mathematical misconceptions. These valuable findings hold significant implications for educators seeking to improve students' mathematical knowledge by emphasizing the importance of concept-based learning and providing opportunities for re-education. Through this study, we offer key insights into how widespread mathematical misconceptions can be effectively addressed, contributing meaningfully to mathematics education.
Co-Authors Berdieva, Oygul Karim, Bnar Kurudirek, Kadriye Afra Kurudirek, Melek Azra Sarhang, Delan Tulqin , Safarov