View in EDS

Investigating Learners' Misconceptions on Division of Whole Numbers to Identify a Goal of Research Lesson -- A Case of Lesson Study

Saved in:
Bibliographic Details
Title: Investigating Learners' Misconceptions on Division of Whole Numbers to Identify a Goal of Research Lesson -- A Case of Lesson Study
Language: English
Authors: Mami Sugawara (ORCID 0009-0004-2574-3502), David Sekao (ORCID 0000-0003-1849-120X), Mandlenkosi Richard Sibiya (ORCID 0000-0003-4327-0046)
Source: International Electronic Journal of Mathematics Education. 2026 21(1).
Availability: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Misconceptions, Mathematics Instruction, Mathematical Concepts, Concept Formation, Grade 6, Division, Numbers, Error Patterns, Mathematics Skills, Intervention, Communities of Practice, Faculty Development, Foreign Countries
Geographic Terms: South Africa
ISSN: 1306-3030
Abstract: Identifying and addressing learners' misconceptions is critical for effective mathematical instruction, as unresolved conceptual gaps hinder long-term mathematical development. Diagnostic assessment provides a valuable means of uncovering these misconceptions and informing targeted teaching strategies. Despite this, classroom practices often prioritise procedural fluency over deep conceptual understanding, allowing learners to progress without fully addressing underlying difficulties. This study investigated Grade 6 learners' misconceptions about the division of whole numbers using a two-tier multiple-choice diagnostic test and unstructured interviews. Guided by Revised Bloom's Taxonomy and Newman's Error Analysis Theory within an interpretivist qualitative case study design, the study employed thematic analysis to categorise learners' errors. The findings revealed three dominant types of errors: transformation errors, comprehension errors, and processing skill errors. These results underscore the importance of strengthening learners' grasp of foundational concepts such as place value and mathematical language. The study recommends that teachers explicitly integrate diagnostic assessments into classroom practice and design instructional interventions that directly target specific error types, thereby supporting both conceptual understanding and procedural fluency in division.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505575
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1505575
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1505575
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Investigating Learners' Misconceptions on Division of Whole Numbers to Identify a Goal of Research Lesson -- A Case of Lesson Study
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mami+Sugawara%22">Mami Sugawara</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-2574-3502">0009-0004-2574-3502</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+Sekao%22">David Sekao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1849-120X">0000-0003-1849-120X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mandlenkosi+Richard+Sibiya%22">Mandlenkosi Richard Sibiya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4327-0046">0000-0003-4327-0046</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Mathematics+Education%22"><i>International Electronic Journal of Mathematics Education</i></searchLink>. 2026 21(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Misconceptions%22">Misconceptions</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Division%22">Division</searchLink><br /><searchLink fieldCode="DE" term="%22Numbers%22">Numbers</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1306-3030
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Identifying and addressing learners' misconceptions is critical for effective mathematical instruction, as unresolved conceptual gaps hinder long-term mathematical development. Diagnostic assessment provides a valuable means of uncovering these misconceptions and informing targeted teaching strategies. Despite this, classroom practices often prioritise procedural fluency over deep conceptual understanding, allowing learners to progress without fully addressing underlying difficulties. This study investigated Grade 6 learners' misconceptions about the division of whole numbers using a two-tier multiple-choice diagnostic test and unstructured interviews. Guided by Revised Bloom's Taxonomy and Newman's Error Analysis Theory within an interpretivist qualitative case study design, the study employed thematic analysis to categorise learners' errors. The findings revealed three dominant types of errors: transformation errors, comprehension errors, and processing skill errors. These results underscore the importance of strengthening learners' grasp of foundational concepts such as place value and mathematical language. The study recommends that teachers explicitly integrate diagnostic assessments into classroom practice and design instructional interventions that directly target specific error types, thereby supporting both conceptual understanding and procedural fluency in division.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505575
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505575
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Division
        Type: general
      – SubjectFull: Numbers
        Type: general
      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Investigating Learners' Misconceptions on Division of Whole Numbers to Identify a Goal of Research Lesson -- A Case of Lesson Study
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mami Sugawara
      – PersonEntity:
          Name:
            NameFull: David Sekao
      – PersonEntity:
          Name:
            NameFull: Mandlenkosi Richard Sibiya
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 1306-3030
          Numbering:
            – Type: volume
              Value: 21
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Electronic Journal of Mathematics Education
              Type: main
ResultId 1