Developing an assessment tool to identify mathematical misconceptions is important for early intervention and support for at-risk students. This exploratory sequential mixed methods study aimed to develop and validate a questionnaire for self-reflection on mathematical misconceptions among senior high school students using exploratory and confirmatory factor analyses as an application of structural equation modeling (SEM). This study involved 80 senior high school mathematics students across regions in the Philippines for the mathematical misconception test in the first phase. Of these, 20 purposively selected students who committed the most errors in the misconception test were interviewed to explore the underlying constructs of the students’ mathematical misconceptions. For the third and final phase, 310 selected students completed the developed self-reflected mathematical misconception scale. In this study, we identified four key factors of mathematical misconceptions: lack of procedural and conceptual knowledge, poor mathematical abstraction, internal barriers, and cognitive conflict. The developed scale, comprising 41 validated items, was tested valid and reliable tool for educators in assessing and addressing students’ mathematical misconceptions, allowing for designed instructional strategies and targeted interventions. Further research is recommended to explore the causes and remediation of mathematical misconceptions and track students’ progress in addressing them over time.
Quinio et al. (Sat,) studied this question.
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