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Workshop 1.8

Common Misconceptions and Misunderstandings in Maths
 
Summary:
 
Within this module I address in a practical way, some of the common misconceptions which are embedded at an early age into children's mathematical thinking. In a practical context I shall review the common difficulties pupils face when constructing mathematical meaning and relationships. The reason for many of the misconceptions occurring will be addressed and practical ways of overcoming them will be offered.
 
Overview:
 
  • What are the reasons for mathematical misconceptions?
  • Early common misconceptions:
    • teen/ty confusion
    • place value
    • digit reversal
    • misunderstanding/misinterpreting mathematical language
    • partitioning
    • cardinality
    • finding the difference
    • money
  • Later common misconceptions
    • equals and equivalence
    • balancing algebraic equations
    • fractions, percentages and decimals
    • calculating using money
 
Key Message:
 
There are a number of reasons why an individual may add inappropriate meaning to a mathematical context, it is essential therefore that the underlying misconception is revealed in order to develop meaning relationships between number contexts.
 
Suitable for:
 
KS1/ KS2 Teachers, Teachers of pupils with SEN, SENCOs, TA's, HLTAs, Numeracy Co-ordinators, EYPS, parents
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