§ INTRODUCTION:
MISCONCEPTIONS IN ELEMENTARY MATHEMATICS
The most common math misconceptions are addressed and strategies are provided for helping elementary students eliminate these tightly held mistaken beliefs. Just like in other subjects, students have misconceptions in mathematics. These misconceptions are derived from their prior knowledge and experiences with numbers in their everyday lives. These misconceptions hinder the learning process, because they are tightly held by students. Their teachers need to provide tangible experiences to break these misconceptions.
Eliminating mathematic misconceptions is difficult and merely repeating a lesson or extra practice will not help. Telling students were they are mistaken will not work either. Recognizing student misconceptions and immediately focusing a discussion on the misconception is important. Providing guiding questions using inductive reasoning is the best approach.
This also approach to misconception on capacity may arise among the students while teaching Volume of liquid especially when comparing capacity of two containers that can hold more. Students often make the comparison on height rather than its capacity which the tallest container always has greatest volume. This a misconception caused by visual perception. Also they learn this from eating in fast food restaurants and similar locations that display cup sizes. The tallest cup always holds more, because of the way they are displayed.
The best way to eliminate this problem is to have students fill tall containers with water and then pour the water into a shorter container which has the same volume. This is a difficult misconception to break and even adults have issues with this misconception. The most effective method of eliminating math misconceptions is to address them immediately when observed. This imperative, so students do not carry these misconceptions any further and develop a better understanding of mathematics especially involves visually comparison.
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