Comparison Of Level Of Misconceptions In Male And Female Students In Mathematics And Their Possible Reasons At Primary Level

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Khalid Mehmood , Saima Zaman Khalil , Nabi Gul , Asifa Iqbal , Nadia Kousar


Misconception is used to define profound, instinctual misinterpretations about Mathematics. When students get an idea about anything which works that formulate instinctive sense to them. These misconceptions severely affect learner’s capability to learn and recall Mathematics in the class and mostly it causes great muddle for the learners. The cause problems until they are detected, provoked and unrestricted. It is observed in many research studies that males have better abilities of learning Mathematics than of female students. The purpose of the study was to compare the level of misconceptions of male and female students and possible causes of gender differences with respect to Mathematics in our local area of tehsil Fateh Jang. 15 male and 15 female students of grade 3 and 50 overall students primary level were sample of the study which were selected from the public schools of Markaz Kot Fateh Khan, Tehsil Fateh Jang. The students were selected through conducting a test from Mathematics books grade three. Two equal groups were formed of both genders i.e. male and female. The test consisted of the concepts addition, subtraction, multiplication, division and fraction. The achievement test was discussed with expert and teachers before execution.  The misconceptions of related concepts were identified with help of teachers based on their wrong answers. Findings of the study show that students have fewer misconceptions about the numbers. Level of misconceptions of female students was found slightly high than of male students. It is also concluded that female students were found more anxious than of male students About nervousness, Troubledness, Feel Helpless and feeling confused, talking about confidence, male students were more confident than of female students

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