J. Myanmar Acad. Arts Sci. 2020 Vol. XVIII. No.9C 179continuously try to know the factors that support meaningful learning and to upgrade theirpedagogical content knowledge.ConclusionIn the 21st century, learning is an active process in which learners construct new ideas orconcepts based upon their current and past knowledge. If learners have actively constructedmisconceptions, they will think everything according to misconceptions and solve variousproblems by using them. They will definitely interfere with learning. Therefore, it is necessary toreduce misconceptions to become effective learning.Besides, one of the challenges for mathematics educators is not only enabling theircharges to know more and be able to do more with their mathematics, but to have a greateraffinity for mathematics itself (Allen, 2011, cited in Foley, 2016). Therefore, teachers should trystudents to have positive attitudes towards mathematics.Positive student perceptions of mathematics can link to higher student achievement.These can contribute to students in their daily lives. If students have misconceptions in geometry,these can lead to confusion, frustration, errors and prevent learners to build up confidence andpositive attitude towards learning, to value mathematics and to appreciate the beauty ofmathematics. Therefore, it is necessary to reduce students’ misconceptions. To reducemisconceptions in geometry, it is also necessary to understand why these misconceptions emergeand persist.According to the research findings, most of the students had misconceptions in geometry,least of the students had understanding the concept and less understanding the concept ingeometry, and the highest level of the causes of students’ misconceptions in geometry was indoing exercises (rote learning). Therefore, it is necessary to ensure meaningful learning andquality education.To become meaningful learning and quality education, teaching and learning should beeffective. To become effective teaching and learning, teachers should know the previousknowledge of their students and use appropriate methods according to the level of students’geometric thinking. Teachers should teach students by using visual aids, manipulatives, gamesand puzzles, etc. Furthermore, students should learn small group cooperative learning. To beconvenience in learning geometry, a proper atmosphere should be created in the classroom.Furthermore, teachers should use not only summative assessment but also formativeassessment. Assessment should not emphasize on rote memorization of factual information. Itshould emphasize students’ thinking and reasoning skills. If teachers find out students’misconceptions according to the result of assessment, teachers should not ignore thesemisconceptions. Teachers should provide remediation by using appropriate methods. Only when,teachers will reduce students’ misconceptions.Although this study cannot fulfill the all objectives of teaching mathematics at the middleschool level in Myanmar, it can be a support for teachers and curriculum planners to understandthe middle school learners’ misconceptions and address conceptual difficulties.180