Misconceptions In Mathematics Essay

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Misconceptions in Teaching Mathematics SKE8 Self Evaluation Contents: Misconceptions in teaching Mathematics: Page 3: Introduction Page 5: What are misconceptions and where do they come from? Page 6: Examples of common misconceptions Page 8: Dealing with misconceptions and Conclusion Conclusion SKE8 Self Evaluation: Introduction Self Evaluation Areas for development 1) The use of ICT to encourage pupil engagementICT and Interactivity 2) Teaching Algebra at Key Stage 3 Action plan/Conclusion Misconceptions in Mathematics Introduction Having taught a GCSE year 10 group (set 4 of 5; foundation level) for one year and feeling like they had made some good progress through the course of the year; specifically focusing on their ‘number’ skills over that period; the practitioner was disappointed to find the same group were getting questions relating to ordering decimals incorrect whilst holding a revision session in preparation for forthcoming exams. Several members of the class had reverted back to the assumption that the decimal that has the most digits holds the greatest value; for example 0.623 > 0.82 and 0.1032 > 0.912. Having completed his NQT year as a Mathematics teacher after initially training in Business Education and therefore had not experienced this issue before; the practitioner had perhaps naively assumed that this basic skill would stick with them; as he felt had taught it well before the summer and they had demonstrated their understanding at that point in time. On speaking with other members of the department; the practitioner discovered that this was, in fact, a common problem and that this ‘mistake’ was not limited to lower ability Aattainingment students; nor was it limited to inexperienced non-specialist teachers. Although reassuring; this led to attempting to analyse why these
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