Errors And Misconceptions In Mathematics

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Is it desirable to avoid errors and misconceptions in Mathematics?
This assignment will distinguish the relationships between teaching practice, children’s mathematical development and errors and misconceptions. Hansen explains how “children construct their own knowledge and understanding, and we should not see mathematics as something that is taught but rather something that is learnt” (A, Hansen, 2005). Therefore, how does learning relate to errors and misconceptions in the class room, can they be minimised and is it desirable to plan lessons that avoid/hide them? Research within this subject area has highlighted specific related topics of interest such as, the use of dialogue in the classroom, the unique child and various relevant theories which will be discussed in more depth. The purpose of this
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“The most effective teachers .... Cultivate an ethos where pupils do not mind making mistakes because errors are seen as a part of learning. In these cases pupils are prepared to take risks with their answers” (OFSTED, 2003). As previously discussed, the focus seems to be that of the classroom environment that promotes absorbing the social and cultural dimensions of learning dialogue, and changing goals from completing tasks for teachers’ satisfaction to more personal long term gains and deep rooted understanding.
Mathematical dialogue within the classroom has been argued to be effective and a ‘necessary’ tool for children’s development in terms of errors and misconceptions. It has been mentioned how dialogue can broaden the children’s perception of the topic, provides useful opportunities to develop meaningful understandings and proves a good assessment tool. The NNS (1999) states that better numeracy standards occur when children are expected to use correct mathematical vocabulary and explain mathematical ideas. In addition to this, teachers are expected
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