Eighth Grade Students’ Misconceptions and Errors in Mathematics Learning in Nepal

<p style="text-align: justify;">This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design nonequivalent control experimental groups. The treatment was implemented teaching episodes based on different remedial strategies addressing students' M/Es. Students groups were taught under conventional teaching-learning method, whereas treated guided method to treat errors. effectiveness tested at the end intervention. results showed that new approach found be significant address Consequently, made progress dealing M/Es mathematical problem-solving conceptual, procedural, application levels.</p>