<![CDATA[This study aimed to investigate the initial understanding of Higher Order Thinking Skills (HOTS) among senior high school mathematics teachers and to identify patterns in their conceptualizations, misconception, and sources of knowledge. The study employed a qualitative descriptive approach involving 30 mathematics teachers from Padang Pariaman Regency, Indonesia. Data were collected through an open-ended questionnaire administered via an online platform and analyzed using thematic analysis following (Braun & Clarke, (2006) six-phase approach. The findings revealed five conceptual categories: information skills (10 teachers), higher level thinking skills (7 tachers) logical/critical/creative thinking skills (3 teachers), and answering question skills (2 teachers). Only three teachers demonstrated comprehensive understanding of HOTS. Misconceptions included equating HOTS with task difficulty. Most teachers (18 of 30) reported learning about HOTS through informal discussions with colleagues. Teaching experience showed a complex relationship with understanding quality. These findings suggest that most mathematics teachers have limited initial understanding of HOTS, with prevalent misconceptions and reliance on informal knowledge sources. The results highlight the urgent need for targeted professional development that development that addresses conceptual understanding, clarifies misconceptions, and supports teachers at different career stages.]]>
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