<![CDATA[TikTok has evolved into an informal educational space widely utilized by students as an alternative learning resource, including in mathematics. However, oversimplification of concepts in "quick-method" content has the potential to lead to misconceptions. This study aims to analyze the accuracy of mathematical concepts and identify forms of simplification used in "quick-method" educational content on TikTok. This study uses a qualitative approach with content analysis. The data sources are 10 TikTok content (7 videos and 3 photo slides) selected purposively with the criteria of containing "quick-method" explanations, being relevant to elementary school mathematics, displaying solution steps, and having a high level of interaction. Data were collected through documentation techniques and analyzed using the Miles & Huberman interactive model. The results show that of the 10 analyzed content, three dominant simplification patterns were found: algorithmic (80%), which is the omission of proof stages; contextual (40%), which is the failure to explain the domain boundaries of the trick; and representational (20%), which is the replacement of concepts with visual/mnemonic tricks alone. A total of 3 content has a high risk of misconception, 5 content has a medium risk, and 2 content has a low risk. Content with incorrect procedures (V8) is categorized as highly dangerous because it conveys the illusion of a "quick fix" without a mathematical foundation. The conclusion of this study is that the majority of "quick fix" math content on TikTok tends to ignore conceptual aspects for the sake of time efficiency, thus risking misconceptions. This study recommends the need for mathematical digital literacy for educators and students and the obligation for content creators to include conceptual explanations and domain boundaries in every presentation of tricks.]]>
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