Psychology Learning & Teaching, 12(1), 20-31. Misconceptions about psychological science: A review. Journal of science and mathematics education in Southeast Asia, 35(2), 119-145. From misconceptions to conceptual change. Learning mathematics in two dimensions: A review and look ahead at teaching and learning early childhood mathematics with children’s literature. Journal of Physics: Theories and Applications, 1(2), 145-156. Development of misconception diagnostic test in momentum and impulse using isomorphic problem. International Journal of Instruction, 12(3), 201-218.

Developing an Instrument to Detect Science Misconception of an Elementary School Teacher. Sage publications.ĭesstya, A., Prasetyo, Z. Research design: Qualitative, quantitative, and mixed methods approaches. Mathematical Misconceptions: A Guide for Primary Teachers (Vol. Journal of Science Teacher Education, 22(2), 101-114. Re-examining the similarities between teacher and student conceptions about physical science. Educational evaluation and policy analysis, 39(1), 146-170. Teacher and teaching effects on students’ attitudes and behaviors.

Concept-rich mathematics instruction: Building a strong foundation for reasoning and problem solving. Jurnal Penelitian Ilmu Pendidikan, 5(2).īen-Hur, M. Pelaksanaan pembelajaran matematika di sekolah dasar. International Electronic Journal of Elementary Education, 10(5), 591-599. The misconceptions of sixth grade secondary school students on fractions. Some misconceptions have taken root and are difficult to remove, called 'ontological misconceptions' because of teachers' years of belief that the knowledge they received was true when in fact it was not quite right.Īliustaoğlu, F., Tuna, A., & Biber, A. The findings show that, teachers evenly experience types of misconceptions: (1) pre-conception, (2) under-generalization, (3) over-generalization, (4) modelling error, (5) prototyping error and (6) process-object error in teaching mathematics in elementary schools. Alternative solutions were also presented to problem-solving so that misconceptions do not occur anymore in mathematics teaching. The purpose of the study was to discuss the types and causes of the misconception of mathematics teaching in elementary schools. The research data were obtained through questionnaires, and interviews. The participants of this study were 30 elementary school teachers in Semarang city area, Central Java province, Indonesia. This research was designed using a qualitative approach.

Therefore, it is worth to argue that there was a misconception in mathematics teaching in elementary schools. It is undeniable that the teachers’ mastery of knowledge (material) in some subjects inadequate. Elementary school teachers in Indonesia are required to master many subjects to be taught to their students.

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