Student Misconceptions

Student MisconceptionsStudent Misconceptions

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We’ll be organizing our observations

Use the yellow legal size paper .

Label doors: •Fraction concepts•Fraction Multiplication•Fraction Division•Fraction/Decimal/ Percent Equivalents

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Inside the first “door”

• We’ll record any fraction misconceptions we see as you work through the activity.

• Take a moment to first record misconceptions you have seen in fraction concepts (first door).

• http://www.online-stopwatch.com/

• Don’t forget the backside of the door gives you a place to write also

When are our opportunities to learn students’ misconceptions? Analyzing student workAnalyzing student work

Talking to students individually

Whole class interaction

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“Error Patterns in Computation”

What’s an error pattern?

A predictable approach a student takes in solving problems incorrectly.

Analyzing student’s incorrect responses can reveal a misconception that can be strategically retaught.

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Please consider the following examples, as time permits: F-C-1, D-E-1 (p. 58) F-E-1 (p. 59) F-E-2 (p. 60) M-F-1 (Chapter 6) M-F-2 (p. 92)

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When are our opportunities to learn students’ misconceptions? Analyzing student work

Talking to students individuallyTalking to students individually

Whole class interaction

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Ally

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When are our opportunities to learn students’ misconceptions? Analyzing student work

Talking to students individually

Whole class interactionWhole class interaction

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Carne Barnett Case Studies

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Back to the 4-door book

Add a description of the misconception to the appropriate “door” of your 4-door book.

Are there any that were noted at your table that did NOT come up in the error pattern examples?

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