Analysis of distractors in mathematics questions and their potential to lead misconceptions

The aim of this study is to examine whether the distractors present in Multiple Choice Questions (MCQ) of mathematics potentially lead to misconceptions among students. The analysis specifically focused on the distractors and their potential repercussions in relation to misconceptions. We called this type of distractors as Potentially Lead to Misconception (PLM). Our research questions are: 1) What is the distribution of distractors among skill-based questions in the number unit topics? 2) What methods have been employed to create distractors in these questions? 3) Do questions with distractors potentially lead to misconceptions? Findings suggest that there are differences in the efficacy of distractors, with certain ones causing widespread misunderstandings while others accurately gauge students' comprehension. This study offers useful insights into the design of distractors in mathematics multiple-choice problems, with implications for enhancing question design to address misconceptions. While the research draws from question samples in the national curriculum, the frameworks employed and the results obtained have the capacity to enhance the existing body of international literature on assessment techniques.