MISCONCEPTIONS and Errors in the Fundamental Operations on Integers of Grade 7 STUDENTS

Abstract

This study employed a qualitative design, particularly the thematic analysis approach on misconceptions and errors in the fundamental operations on integers of grade 7 students. Out of 60 grade 7 students from private schools in Davao City who took the assessment test only 22 were purposively selected based on the inclusion criteria set for selection of participants. An open-ended semi-structured interview guide was used in the one-on-one interview to gather the misconceptions and common errors in the fundamental operations on integers.  A phenomenological approach by Moustakas (1994) was used in the qualitative data analysis. The following were the five emerging themes identified as misconceptions of grade 7 students regarding fundamental operations on integers: confusion with signs and operations, comprehension and word problem interpretation, inconsistencies, and forgetfulness, struggles with specific concepts, and general discomfort and uncertainty. Meanwhile, the five themes that emerged regarding errors on fundamental operations on integers of grade 7 students were conceptual error, computational error, careless error, interpretation error, and unpreparedness. Likewise, five themes emerged from the insights shared by the participants which include effective teaching methods, encouragement of active learning, addressing student needs and concerns, enhancing study skills and strategies, and promoting a supportive learning environment.