Exploring Elementary School Teachers' Understanding of Number Concepts and Arithmetic Operations

Abstract

This study aims to explore elementary school teachers’ understanding of the concept of number and arithmetic operations, and its impact on their mathematics teaching practices. In this phenomenological study, six teachers with more than three years of teaching experience in Probolinggo Regency, East Java, were involved as participants. The results showed that there were significant differences in teachers’ understanding of mathematical symbols such as ‘+’, ‘-’, ‘×’, and ‘÷’, which often lead to misunderstandings of basic concepts. One of the main findings was the gap between teachers’ intuitive interpretations and more scientific mathematical understandings, which we refer to as the Zone of Concept Image Differences (ZCID). Misuse of these symbols has the potential to hinder students’ understanding of more complex mathematical concepts. This study highlights the importance of improving teachers’ conceptual understanding to support more effective teaching and build a strong mathematical foundation for students at the elementary school level.