Examining Mathematical Misconceptions Among Seventh-Grade Students in Fraction Operations
DOI:
https://doi.org/10.35706/radian.v5i1.13406Keywords:
calculation, fraction operations, generalization, misconceptions, notation, calculation misconceptions, generalization misconceptions, mathematical misconceptions, notation misconceptionsAbstract
This study aims to identify the types of misconceptions experienced by seventh-grade junior high school students when solving fraction operation problems. A descriptive qualitative approach was employed, involving five students selected through purposive sampling as the research participants. Data were collected through essay tests and classroom observations. The findings revealed three major types of misconceptions: generalization misconceptions, in which students applied whole-number procedures to fraction operations; calculation misconceptions, involving procedural and computational errors in performing fraction operations; and notation misconceptions, characterized by incomplete responses that omitted appropriate units, mathematical symbols, or concluding statements. Low-performing students exhibited a greater variety of misconceptions than high-performing students. Although some students performed the calculations correctly, they still demonstrated misconceptions in presenting their solutions completely and contextually. These findings highlight the importance of teachers' understanding of students' reasoning processes in order to accurately identify and effectively address mathematical misconceptions.
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Copyright (c) 2026 Mutiara Adelia, Lusi Septiana, Haura Zakia, Husnitul Fitri, Meri Rahma Juwita, Anna Cesaria
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