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Common Misconceptions in Learning Math

This document discusses common misconceptions in learning mathematics. It defines misconceptions as misunderstandings that impede learning. The document then examines specific examples of misconceptions students have regarding fractions, exponents, place value, subtraction, and decimals. It also outlines 12 common mathematical myths that can lead to misconceptions.

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flory mae gudia
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166 views

Common Misconceptions in Learning Math

This document discusses common misconceptions in learning mathematics. It defines misconceptions as misunderstandings that impede learning. The document then examines specific examples of misconceptions students have regarding fractions, exponents, place value, subtraction, and decimals. It also outlines 12 common mathematical myths that can lead to misconceptions.

Uploaded by

flory mae gudia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ACTIVITY: A Picture & A Word

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COMMON
MISCONCEPTIONS
IN LEARNING
MATHEMATICS
Mathematics Myths and Beliefs
LESSON OBJECTIVES:
 Recognize the different Mathematics misconceptions in
the teaching-learning process.
 Reflect on the following misconceptions in Math,
especially on Math myths.
 Develop/make solutions on how to correct these
misconceptions in their own words and opinion.
 Explain the factors of Math misconceptions.
LESSON GUIDE MAP

ABOUT MISCONCEPTIONS MATH MYTHS


I Describe and define III Enumerate and describe the
misconceptions in general terms. different Math myths that
Then, it will be discussed in will leads to mathematical
relation to Mathematics misconceptions.

COMMON MISCONCEPTIONS
II Discussion about the most IV LESSON ACTIVITIES
common misconception in
learning mathematics.
What is Misconceptions?
Misconceptions are misunderstandings and misinterpretations
based on incorrect meanings.

They are due to ‘naive theories’ that impede the rational


reasoning of learners.

In short, misconception is just a mistaken idea or view


resulting from a misunderstanding of something.
What is a Math misconception?
A math misconception is, essentially, an incomplete
understanding that we’ve developed from our math
experience.
Math misconceptions are also known as “alternative
conceptions” and/or “intuitive theories.”

Math misconceptions aren’t the same as math errors.

In other words, it is a conceptual misunderstanding, not an


error in calculation.
Different Misconceptions
in
Learning Mathematics
01

FRACTIONS
Misconceptions on operation of Fractions
Question:
Misconception:
Explanation: This misconception has to do with
the misapplication of rules. Thus, the learner
applied the wrong algorithm in solving the
problem.
02

EXPONENTS
Misconceptions on Exponential operations
Question: Simplify

Misconception:

Explanation: Misapplication and


overgeneralization of rules. (The learners thinks
that it is okay to add power because the base the
same for both terms.)
03

PLACE VALUE
Misconceptions on operations of Place Value
Question: 28+47

Misconception: 28+47=615

Explanation: Not understanding place value


(“I added 8 plus 7 to get 15 and then added 2
+ 4 to get 6. I wrote the 6 next to the 15 because
it was in the next place value.”)
04

SUBTRACTION
Misconceptions on Subtraction
Question: 5 – 3

Misconception: 5 – 3 = 3 – 5

Explanation: Thinking that subtraction is


commutative.
05

DECIMAL
Misconceptions on Decimal
Question: 45.7

Misconception: read as “four fifty-seven” / (457)

Explanation of misconception: Student misapplies


knowledge of whole numbers when decimals and
ignores the decimal point.
Different Mathematical
Myths leading to a
misconception to
learn math
THE 12 MATHEMATICAL MYTHS
 MEN ARE BETTER IN MATH THAN WOMEN.
 MATH REQUIRES LOGIC, NOT INTUITION.
 MATH IS NOT CREATIVE.
 YOU MUST ALWAYS KNOW HOW YOU GOT
THE ANSWER.
 THERE IS A BEST WAY TO DO MATH
PROBLEMS.
 IT'S ALWAYS IMPORTANT TO GET THE
ANSWER EXACTLY RIGHT.
THE 12 MATHEMATICAL MYTHS
 IT'S BAD TO COUNT ON YOUR FINGERS.
 MATHEMATICIANS DO PROBLEMS QUICKLY,
IN THEIR HEADS.
 MATH REQUIRES A GOOD MEMORY.
 MATH IS DONE BY WORKING INTENSELY
UNTIL THE PROBLEM IS SOLVED.
 SOME PEOPLE HAVE A "MATH MIND" AND
SOME DON'T.
 THERE IS A MAGIC KEY TO DOING MATH.
ACTIVITY
ACTIVITY
Answer the following question in your own words and
opinion:

1. What is a math misconception?

2. Is a math misconception the same as math errors? Explain.

3. How does having a math misconception hurt a math student?

4. As a future teacher, which of the following can you do to


identify your students’ math misconceptions?
ASSESSMENT
Video Presentation Reflection:

Link:
https://www.youtube.com/wat
ch?v=V6yixyiJcos

Instruction: Make a reflection


paper on a YouTube video
entitled, “Math isn't hard, it's a
language” by Randy Palisoc –
a Mathematics Teacher.
Class Brainstorming & Sharing

1. What are your takeaways from today's discussion?

2. As a future teacher, what strategies/solutions you


will formulate to avoid learners’ misconceptions in
the field of mathematics learning?
ASSIGNMENT

Study in advance:

Study in advance for the next topic. Then prepare for


a short oral quiz.

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