Description
Book SynopsisThe mistakes children make in mathematics are usually not just âmistakesâ - they are often intelligent generalizations from previous learning. Following several decades of academic study of such mistakes, the phrase âerrors and misconceptionsâ has recently entered the vocabulary of mathematics teacher education and has become prominent in the curriculum for initial teacher education.
The popular view of childrenâs errors and misconceptions is that they should be corrected as soon as possible. The authors contest this, perceiving them as potential windows into childrenâs mathematics. Errors may diagnose significant ways of thinking and stages in learning that highlight important opportunities for new learning.
This book uses extensive, original data from the authorsâ own research on childrenâs performance, errors and misconceptions across the mathematics curriculum. It progressively develops concepts for teachers to use in organizing their understanding and knowledge of childrenâs
Table of Contents
Introduction
Learning from errors and misconceptions
Children’s mathematical discussions
Developing number
Shape, space and measurement
From number to algebra
Data-handling, graphicacy, probability and statistics
Pre-service teachers’ mathematics subject matter knowledge
Learning and teaching mathematics: Towards a theory of pedagogy
Appendix 1 Common errors and misconceptions
Appendix 2 Discussion prompt sheets
References
