Mathematical Misconceptions * Anne D. Cockburn *With grateful thanks to the British Academy

Mathematical Misconceptions*

Anne D. Cockburn

*With grateful thanks to the British Academy

Without discussing what you have written …

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Without discussing what you have

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Discussion of sheets

Then…

consider the following statements…

‘This whole project has made me very aware of zero: how important it is and it has affected the way in which I teach…It makes me aware of the importance of working on zero right from day 1 and it’s important to get it right otherwise it can have dire effects in year 2. I wasn’t really aware of what a problem it was getting it wrong until I talked to people here.’

(Ruth, year 2, England)

‘I have done “if you add 2 things it gets bigger and if you subtract it gets

smaller”’.

‘You don’t tend to think what you do has bearing on what others do… You focus on your own group and forget what they are

going on to ’.

(Ivan, year 1, England)

A bit of background…

M2iπ

14 month study

Czech Republic, Israel, Italy & U.K.

Small groups of teachers across the primary (5-11 years-old) age range

Many mathematical misconceptions common across the four countries

Misconceptions often extended across the primary age range

The teachers were surprised by the findings

Proposals for experienced teachers professional development:

Work across the age groups

Identify and examine common mathematical misconceptions

Discuss and acknowledge the pressures they face

Explore strategies to manage pressures and reduce misconceptions

Main reference:

Cockburn, A.D. & Littler, G. (2008)Mathematical MisconceptionsLondon: Sage

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Documents

Mathematical Misconceptions * Anne D. Cockburn *With grateful thanks to the British Academy