Abstract

Mathematics is a significant part of the school curriculum. To succeed in today’s highly competitive society, it is important for students to possess mathematical skills from a young age. Nevertheless, certain children encounter various obstacles when tackling mathematical problems, resulting in a variety of errors. These inaccuracies can be attributed to multiple underlying factors, including a student’s socioeconomic background. The present study was aimed at identifying the most common errors made by students at the primary school level while also assessing the potential influence of gender and socioeconomic status on the frequency of these errors. The study analyzed the errors committed by 119 students, 52 percent of whom were boys and 48 percent girls, from grades four and five. The findings showed that all students, irrespective of their gender, made similar errors when solving mathematical problems. Additionally, the results indicated that the socioeconomic status of students had an impact on the frequency of their mathematical errors. Hence, schools could provide remedial classes, providing hands-on experience of learning tools as students belonging to low SES might not have access to such tools after school.