Abstract
Error analysis is an integral part of mathematics teaching and learning. This paper provides an analysis of common mathematical error patterns observed in first-year university mathematics students on the topic of order of operations. Such an analysis presents insight into the common procedural errors evident in the students’ calculations. The study adopted a qualitative methods approach, where 80 preservice teachers’ responses to activities were analysed. These preservice teachers were enrolled at a university for a first-year mathematics module as Bachelor of Education students specializing in primary school mathematics teaching. Results indicated that 70% struggled with the order of operations, primarily due to misconceptions from using the mnemonic PEMDAS. Many believed multiplication precedes division and addition precedes subtraction, without understanding the underlying principles. The findings of the study provide insights into the designing of mathematics courses for not only initial teacher development programmes but also for mathematics primary school in-service teacher development programmes.