2659 Words11 Pages

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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