justin-clark
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Understanding and Addressing Fraction Misconceptions in Student Learning

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In this activity, we will organize our observations of student misconceptions related to fractions, including concepts of fraction multiplication, division, and equivalences with decimals and percentages. Using yellow legal paper, we will label our observations behind different "doors," documenting any misconceptions seen during student work. This involves analyzing student errors, conducting individual conversations, and whole-class discussions to identify predictable error patterns. We aim to strategically retake these misconceptions with targeted teaching strategies based on our findings.

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Understanding and Addressing Fraction Misconceptions in Student Learning

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Presentation Transcript

  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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