Math Myths and Misconceptions, Lecture notes of Mathematics

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Math Myths and

Misconceptions

A Series on Preventing and

Repairing Student Misconceptions

in Mathematics

Session 1

Misconceptions and Their

Potential Impact on Future

Learning

These students appear unable

to fill these gaps despite being

re-taught numerous times.

Research shows that what may

be holding these students

back is not a lack of

knowledge, but incorrect

knowledge or correct

knowledge misapplied.

Students end up hating math

and giving up in confusion.

Let’s look at some common

myths and misconceptions

students have and discuss theimpact each might have on theunderstanding of mathematics.

“You can’ttake a biggernumber froma smallernumber.”

z How does thismisconception impactfutureunderstandings? z How might thisconcept beapproached to lessenor eliminate themisconception?

“When youmultiply twonumberstogether, theanswer is alwaysbigger than bothof the originalnumbers.” z What are somecounter-examples tothis misconception? z Why might a studenthave thismisconception?

“To multiplyby 10, justadd a zero tothe end of thenumber.”

z What are somecounter-examples tothis misconception? z Why might a studenthave thismisconception?

“To multiplyby 10, justadd a zero tothe end of thenumber.”

z How does thismisconception impactfutureunderstandings? z How might thisconcept beapproached to lessenor eliminate themisconception?