Responding to common patterns of student thinking in mathematics

Responding to common patterns of student

thinking in mathematics

Artifact: video

Median, Mode, Range BingoI had students in small groups rotating into my game

group. The game was a review about median, mode or range. Students had a spinner that would land on either median mode or range. From there, they would pick five numbers for their data set from a random deck of numbers. Afterwards, they found either the median, mode, or range depending on what they spun. Students needed to consult with their team members to see if they got the answer right. If the answer was right, they could mark off either a median, mode, or range on their bingo board.

Student Misconception

At the beginning, before the game started, I had students review with me what the median, mode, and range were in order to help them with any common misconceptions during the game. They were also taught certain symbols and hand motions to help them memorize what each word means in which I utilized them in the video.

Artifact: PDF File from ELMS

Investigates learning progressions and common

misconceptions in mathematics

Conception of the Equal Sign

After reading this file, I was able to see a wide range of answers

and conceptions about the equal sign at different levels of students. From here, I was able

to think like an elementary school student and put myself on their levels. I was also able

to see that children in the same class learn at different rates and therefore their perceptions of a concept can be misconstrued at

all different levels.

Investigates common models and

representations used to assist in conceptual

understanding.

Artifact: Website Resource

http://www.counton.org/resources/misconceptions/

Misconceptions in Mathematics

This internet site offers a variety of many types of

misconceptions in math. When clicked, the PDF file offers

different models and representations and even types

of manipulatives to show children in order for them to

work through the misconception and create a conceptual understanding of

the problem

Committed to guiding learners toward

conceptual understanding of mathematics.

Artifact: Article

Cont.To the right of the article’s

introduction, there was a list of subheadings within this article that I read. These subheadings

included how to question students to understand their thinking, what should we do and don’t do as educators in order to comprehend their

understanding, how to assess how students are arriving at

their answers, etc.