New Teachers’ Awareness of Mathematical Misconceptions in Elementary Students and Their Solution Provision Capabilities

Abstract

Misconceptions are among the barriers that prevent students from mastering mathematics. Since teachers are essential in student education, their awareness of misconceptions helps students to learn effectively. Therefore, it is crucial to know whether teachers, especially new teachers, are capable of identifying and resolving misconceptions. The purpose of this study is to determine the degree of mathematical misconceptions awareness among the new teachers of elementary schools in Iran and their ability to provide solutions. The sample consisted of 225 new teachers who graduated from Farhangian University and worked in Gilan province, Iran. We used a multiple-choice questionnaire, followed by a semistructured oral interview, to gather data. Findings revealed that the degree of mathematical misconceptions awareness in 78.2% of new teachers is at “good” and “very good” levels. On the other hand, 72.9% of teachers have a “weak” to “medium” solution provision capability when faced with misconceptions. Also, there is no discernible difference between gender and mathematical misconceptions awareness. The study showed a significant association between new teachers’ knowledge of mathematical misconceptions and their ability to address them. By highlighting the abilities and limitations of teachers in spotting and correcting students’ misconceptions, the study’s findings serve as a basis for reform in teaching and learning mathematics.