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Student Misconceptions

Student Misconceptions. We’ll be organizing our observations. Use the yellow legal size paper . Label doors: Fraction concepts Fraction Multiplication Fraction Division Fraction/Decimal/ Percent Equivalents. Inside the first “door”.

justin-clark
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Student Misconceptions

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  1. Student Misconceptions

  2. We’ll be organizing our observations • Use the yellow legal size paper . • Label doors: • Fraction concepts • Fraction Multiplication • Fraction Division • Fraction/Decimal/ • Percent Equivalents

  3. 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

  4. When are our opportunities to learn students’ misconceptions? • Analyzing student work • Talking to students individually • Whole class interaction

  5. “Error Patterns in Computation”

  6. 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.

  7. 1 2 3

  8. 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)

  9. When are our opportunities to learn students’ misconceptions? • Analyzing student work Talking to students individually • Whole class interaction

  10. Ally

  11. When are our opportunities to learn students’ misconceptions? • Analyzing student work • Talking to students individually • Whole class interaction

  12. Carne Barnett Case Studies

  13. 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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