The idea that there are links between misconceptions and that there are cascading effects seems pretty logical and is probably considered into most people's planning already.
However, I love the idea of a data-led approach identifying these links so that the most critical misconceptions can be identified and addressed. I vaguely remember in previous posts about misconceptions highlighted some unexpected results. It would be brilliant to identify some of our blind-spots as teachers, so that we can address these critical misconceptions and put out fires bright and early.
The investigation into links (or lack there of) between gender and socio-economic background was also interesting.
Thanks for all of the things that you share. I always find them useful. Even if they're just food for thought :-)
What a wonderful piece of research! I’m especially intrigued to see that socio-economic background have less of an influence on these levels of conceptual understanding than I expected. Particularly the former, I really would have expected to see a difference. I suppose schools are doing a good job? 😂
This is very interesting. It would be great if other math systems and tools could use your constructs and misconceptions framework. A shared taxonomy would be so much more powerful than every system using its own!
Hi Craig, thanks for bringing together what was, no doubt, a mammoth amount of research. It will be really interesting to know more about the most common student misconceptions. For example:
1. Of each of the main topics (eg place value), which construct is the most impactful misconception? This could have a diagnostic question that shows this.
2. How does this misconception come about?
3. What other misconceptions does it impact?
4. How do we fix the misconception? This could be accompanied with an example explanation in a video.
Fascinating insight thank you Craig. I wonder if your findings relating to cascades could help form part of a subject specific teacher training module/session for trainees and/or ECTs?
Potentially it could give those coming in to teaching Maths a real appreciation, and awareness, of why it is so important that misconceptions are addressed, and the potential consequences should they not be.
It might also help with developing, or speeding up, the process of understanding the connections between topics, particularly some of the more subtle ones. The value this skill can add to the quality of learning, and the student's experience of Maths, should not be underestimated. It becomes so apparent when you see excellent teachers using it to such great effect. When asked about it, these teachers also seem to see it as the norm and, to quote one of them, "Surely everyone does this?"... sadly it's not always the case (and don't call me Shirley?)
A great piece of work.
The idea that there are links between misconceptions and that there are cascading effects seems pretty logical and is probably considered into most people's planning already.
However, I love the idea of a data-led approach identifying these links so that the most critical misconceptions can be identified and addressed. I vaguely remember in previous posts about misconceptions highlighted some unexpected results. It would be brilliant to identify some of our blind-spots as teachers, so that we can address these critical misconceptions and put out fires bright and early.
The investigation into links (or lack there of) between gender and socio-economic background was also interesting.
Thanks for all of the things that you share. I always find them useful. Even if they're just food for thought :-)
What a wonderful piece of research! I’m especially intrigued to see that socio-economic background have less of an influence on these levels of conceptual understanding than I expected. Particularly the former, I really would have expected to see a difference. I suppose schools are doing a good job? 😂
This is very interesting. It would be great if other math systems and tools could use your constructs and misconceptions framework. A shared taxonomy would be so much more powerful than every system using its own!
Hi Craig, thanks for bringing together what was, no doubt, a mammoth amount of research. It will be really interesting to know more about the most common student misconceptions. For example:
1. Of each of the main topics (eg place value), which construct is the most impactful misconception? This could have a diagnostic question that shows this.
2. How does this misconception come about?
3. What other misconceptions does it impact?
4. How do we fix the misconception? This could be accompanied with an example explanation in a video.
Thanks for your amazing effort!
Fascinating insight thank you Craig. I wonder if your findings relating to cascades could help form part of a subject specific teacher training module/session for trainees and/or ECTs?
Potentially it could give those coming in to teaching Maths a real appreciation, and awareness, of why it is so important that misconceptions are addressed, and the potential consequences should they not be.
It might also help with developing, or speeding up, the process of understanding the connections between topics, particularly some of the more subtle ones. The value this skill can add to the quality of learning, and the student's experience of Maths, should not be underestimated. It becomes so apparent when you see excellent teachers using it to such great effect. When asked about it, these teachers also seem to see it as the norm and, to quote one of them, "Surely everyone does this?"... sadly it's not always the case (and don't call me Shirley?)