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

<table class="table-group" id="tab6"><tr><td><table class="table"><tr><td class="thead-hr" colspan="3"><hr/></td></tr><tr class="thead"><td class="align_left">Ability to offer solutions</td><td class="align_center">Frequency</td><td class="align_center">Percentage (%)</td></tr><tr><td class="thead-hr" colspan="3"><hr/></td></tr><tr><td class="align_left">Weak</td><td class="align_center">101</td><td class="align_center">44.9</td></tr><tr><td class="align_left">Intermediate</td><td class="align_center">63</td><td class="align_center">28</td></tr><tr><td class="align_left">Good</td><td class="align_center">38</td><td class="align_center">16.9</td></tr><tr><td class="align_left">Very good</td><td class="align_center">23</td><td class="align_center">10.2</td></tr><tr><td class="align_left">Total</td><td class="align_center">225</td><td class="align_center">100</td></tr><tr class="table-tr"><td colspan="3"><hr class="tbody-hr"/></td></tr></table></td></tr></table>

<div>Distribution frequency of solution provision capability.</div>

Education Research International

tab6

Table 6

Table 6: New Teachers’ Awareness of Mathematical Misconceptions in Elementary Students and Their Solution Provision Capabilities 