Considering that the topic of equation plays a very important role in solving mathematical problems and other sciences including physics and chemistry, and is a prerequisite for more mathematics courses at higher levels, it is an essential concept for students to learn it. This study aimed at reviewing the causes of common misconceptions among eighth-grade male students in district 16 of Tehran in the field of equation solving and providing instructions to address the misconceptions and promote their education based on Bruner theory. The statistical population of the study consisted of 1730 male students in eighth-grade, who were studying in the academic year 2015-2016. A sample of 314 students was selected cluster randomly from this population. In the first phase, 36 questions were designed according to the table of identified misconceptions (18 cases), and finally 27 questions were selected according to the validity and reliability of the questions (Cronbach's alpha coefficient of 0.751). A teaching method was designed based on Bruner's theory along with the warning of misconception for the testing group, in order to address and prevent the misconceptions. The control group was taught based on the traditional teaching method. The previous test was re-performed on two groups to collect the statistical data. Data were analyzed using independent t-test and covariance. The results showed that the teaching method based on Bruner's theory has been effective in addressing and reducing many misconceptions.
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