Avoiding Misconceptions while Teaching Maths - Essay Example

usually have some kind of misconceptions in every other Same is the situation with mathematics. These kinds of misconceptions are basically derived from their past knowledge as well as experiences, like the problem with numbers and digits. In order to remove their misconceptions and feel them to realize that math is not a tough job, teachers should work hard and help them in this way. In order to eliminate the mathematics related misconception teachers should work hard and try to make their student feel that every thing is possible and mathematics is not a hard subject to swallow. By recognizing the weak points of students and then immediately working on those weak areas is an important task. Usually teachers do help their students by only telling them that where actually they are lacking. This is not a correct way to help a student. Every student requires special kind of attention and they can only gain that particular attention by taking help from their supervisors or teachers. There are different kinds of misconceptions. Some students find difficulty while solving mathematical related problems, while some students face problems while solving geometrical parts, while there are some students who face a lot of problems while working on digits. (Fischbein, page 225, 1987) For instance some children will for sure blind that 3.27 is bigger than 7.6 because its got more digits. But why? Because during the first few years of their education, they only come across the whole numbers where the digits rule and value does work. They only know that if there are more digits then the figure is the bigger one. This is one of the biggest misconceptions which most of the students have and their teachers are also not focusing on this misconception. One of the biggest flaw which we have in our learning society is that we usually teach our students in a wrong way when they are in their growing age. Students when are in their growing age needs more attention and what so ever they will be taught will be in their mind forever. Therefore it is very much important to know that how actually students are being taught at their beginning age. If we look at another example, there are many students who face a lot of problems while recognizing the shapes. This is only because at their beginning age they were taught that shapes can be easily recognized when teacher draw four sided square or a triangle or an isosceles triangle. But then if those shapes are drawn in different direction, students usually find it difficult to recognize. These kinds of misconceptions are very much important and they should be removed because if today these misconceptions will not be removed then tomorrow these students will for sure face a lot of problems and difficulties. Students should need to focus more and more on their mathematics related subjects and teachers should also help them in each and every single way so that they can gain more and more knowledge and can be successful in their lives. (Drews, pg 186, 2005) Now a days there are many teachers who focus more on practical thing rather than focusing on theory part. This is a correct way to teach the students because with the help of this way one can very easily help students to remove any misconception if they have. By this we come to know that theory is also an important way to teach students too. As now a days there are many teachers who are teaching their students in a practical way. They want their students to do practical work more and more rather than doing theory work. This is some how correct but theory is just like a lens through which you can see the difference. You can view that what actually is correct and what actually is wrong. You an also view that how it is in such a way and why it is in such a way. Thus, theory became an important area which should never be ignored and students should work on the theory part too because it is only because of the theory part that how you can know that why it is in such a way or manner. With the help of theory you actually get the reason about anything and you can therefore justify it. Now let us consider the role of theory. First and most important thing is that no one can discuss the matter without using some kind of theory part in order to explain the situation and the scenario. Secondly, the reasons can only be obtained by looking into the theory part and by observing what are the facts and figures with the help of which it happen in this way. Thirdly, theory also helps in noticing that how the two different theories actually differed in their explaination. There are many kinds of theories which should be kept in mind and should be consider in order to make the work more appropriate. These theories are mentioned in this paper in order to make teachers know that how and by what means and ways they can help their students and by what actions they can remove their misconceptions. (Cowan, pg 262, 2006) Behaviorism Constructivism These above mentioned theories are very much important in every ones life. Behaviorism actually means how to work, how to act, how to interact and how to perform. The behavior is an important element which should be always considered in order to make sure that the work is done in a positive way. With the help of this theory one can very easily know that what are the requirements and how to actually act. This theory has a positive impact in removing the misconceptions of all the students which they have in mathematics. Behaviorism actually tells us that how to act, by this theory students can know that how to act when facing any kind of problem in their questions. And due to this student can also perform well and can generate well oriented results. The other theory constructivism is also important. In this theory the constructive way is known as an important one. Students should learn that how to construct the theories and what so ever they learn should be then reformed in a constructive way. Constructivism is an important theory. By constructing different ideas and then applying them is an important task. The misconception in mathematics can be easily resolved if students do apply this theory in their every day life and while solving their problems. (Cowan, pg 262, 2006) Apart from this one of the most important theory which is directly linked to the childrens mind work and development is the PIAGET THEORY. Along with this he also proposed that the thinking of children does not exactly develop the whole area smoothly, instead of this there are many different points at which it usually takes off and also moves into the new signs and capabilities. He also assumed that these kinds of transactions basically take place at about 18 months, 7-8 years and 11-12 years. Therefore it was assumed that before these ages children are not in a position to understand anything completely. (Reys, pg 471, 2004) It is also clear that the successful as well as powerful remediation will for sure build on the pupils correct way of knowledge by introducing the digit zero as a placeholder in the isolated digit column. It is also known as a positive way that the direct instruction can also produce a big change in performance and this change is often not termed as a permanent one. Some students also face a lot of problems while solving the following examples a + b = 8 e + f + g = ? if the students arithmetic area is well prepared and he/she knows very well that what exactly is the way to solve this then for sure he/she can do it otherwise he/she will face a lot of problem and in the end will not be able to solve it. (Fischbein, pg 225, 1987) One of the most important message of this paper is that we all should have sympathy with each and every student. We should not discourage them due to their misconceptions or mistakes. In fact we should encourage them and should build their self esteem so that they can do it. Every student has a different kind of brain. Some are smart enough while some are not that much smart. The smartness can only be increased by helping them, encouraging them and by making them feel that they are not alone. They can do any kind of task either a difficult one or an easy one. Teachers should always make sure that their students are getting the right knowledge at the right place. They should never be neglected at any age and they should work hard because mathematics is not an easy task. Mathematics is a subject which requires a lot of attention and a lot of hard work and all the misconceptions should be removed because if there is any kind of misconception then the future of that particular student will also be affected. One of the best way to teach the students is to make them feel that they can do every kind of task and nothing is impossible. Try to realize them that they are the best and can do any kind of task. (Ryan & Williams, page 252, 2007) One of the best method which should be used by every single teacher is to create such a friendly environment with the help of which students can easily attain any kind of knowledge. Teaching them in a correct way and also teaching them the right thing is an important area which should never be neglected by any teacher. Theory as well as the practical part both are important and should be considered in order to make each and every student realize that they can do and can gain the maximum output. (Reys, pg 471, 2004) Misconceptions are of different kinds and can be removed by providing a better place for each and every student so that they can gain maximum amount of knowledge and thus in the result all the misconception can be easily removed. (Reys, pg 471, 2004) BOBLIOGRAPHY Julie Ryan, Julian Williams, 2007, Childrens mathematics 4-15: learning from errors and misconceptions, McGraw-Hill International, pg 252 Doreen Drews, 2005, Childrens errors in mathematics: understanding common misconceptions in primary schools, Learning Matters, pg 186 Pamela Cowan, 2006, Teaching mathematics: a handbook for primary and secondary school teachers, Routledge, pg 262 Robert E. Reys, 2004, Helping children learn mathematics: active learning edition with field experience resources, John Wiley & Sons, pg 471 Efraim Fischbein, 1987, Intuition in science and mathematics: an educational approach, Springer, pg 225 Read More