<![CDATA[Students’ errors in solving integer word problems are related to computational accuracy and their ability to understand problems, select procedures, and evaluate answers. This study aimed to describe students’ error stages, thinking processes, and confidence in their answers. A qualitative case study involved two purposively selected Grade 7 students with low mathematics achievement. Data were collected through two non-routine word problems, think-aloud protocols, confidence ratings, and interviews. The think-aloud recordings produced 172 verbal segments for Subject 1 and 186 for Subject 2. Data were analyzed through condensation, coding, display, and conclusion drawing using Newman Error Analysis, Watson’s error categories, and triangulation of written work, think-aloud data, and interviews. The findings showed that dominant errors occurred at the transformation and process-skills stages. Based on Watson’s categories, the main errors were inappropriate procedure, undirected manipulation, omitted data, and response-level conflict. Students’ confidence was not always consistent with answer accuracy. Subject 1 recognized the implausibility of the result but could not correct it, whereas Subject 2 maintained an incorrect procedure despite expressing doubt. Integrated data revealed that similar errors may arise from different thinking processes and confidence patterns. These findings highlight the importance of instruction emphasizing mathematical modeling, answer evaluation, and metacognitive regulation.]]>
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