https://gprjournals.org/journals/index.php/JSMC <p><strong>Journal of Statistics and Mathematical Concepts</strong> (JSMC) is an open-access, international, double-blind peer-reviewed journal published by GPR Journals. The scope of JSMC includes all fields of statistics and Mathematics such as Actuarial Sciences, Algebra, Calculus, Financial Mathematics, Mathematical Modelling, Probability, etc. JSMC is committed to maintain international standards of scholarly publications by applying rigorous peer-review process of Papers. Manuscripts submitted to this journal are published online and can be printed as hard copies upon author’s request. Papers can be submitted via email to <a href="mailto:journals@gprjournals.org" target="_blank" rel="noopener">journals@gprjournals.org</a> or <a href="https://gprjournals.org/online-submission/">online submission.</a></p> Global Peer Reviewed Journals en-US Journal of Statistics and Mathematical Concepts 2959-1090 <p><em>The authors retain the copyright and grant this journal right of first publication. This license allows other people to freely share and adapt the work but must give appropriate credit, provide a link to the license, and indicate if changes were made. They may do so in any reasonable manner, but not in any way that suggests the licensor endorses them or their use.</em></p> https://gprjournals.org/journals/index.php/JSMC/article/view/127 <p><strong>Purpose: </strong>This study investigated common errors and misconceptions made by some pre-service mathematics teachers of the St. Louis College of Education in Ghana about operations on integers. Errors associated with the misconceptions were also explored.</p> <p><strong>Methodology: </strong>The study employed mixed-method and sequential explanatory design, Diagnostic test instruments were designed and administered to sixty (60) pre-service mathematics teachers who offer specialized programmes in early grade (EG) and upper primary (UP).</p> <p><strong>Findings: </strong>The study identified common errors made by pre-service mathematics teachers as interpretation of the inequality symbols &nbsp;and , &nbsp;addition and subtraction of integers, multiplication and division of integers, problem-solving (word problems). The study also found introduction concept of operations on integers, interpretation of absolute value of integers, problems involving change in the order of operation of integers as common errors made by pre-service mathematics teachers. Furthermore, the study found problems involving more than one operation, over-reliance on calculator usage and rote-learning, and inability to formulate word problems as mathematics problem.</p> <p><strong>Conclusion: </strong>The study conclude that deficiency in the language was the course of their inability to solve word problems.</p> <p><strong>Recommendations: </strong>The study recommends that when solving word problems involving integers, pre-service mathematics teachers should take read over the problem thoroughly to understand the problem properly. Also, during teaching and learning of mathematics, particularly operations on integers, much attention must be given to helping learners to translate normal language into mathematics language to overcome language deficiency. The study suggest that similar study could be done in other Colleges of Education and institutions to expound the findings.</p> Alexander Owusu Christopher Saaha Bornaa Dennis Offei Kwakye Abdulai Boare Iddrisu Copyright (c) 2023 Journal of Statistics and Mathematical Concepts 2023-03-03 2023-03-03 1 2 1 19 10.58425/jsmc.v1i2.127