Misconceptions in Maths: Avoidance or Confrontation?

When you teach maths, do your children learn? Research suggests we can achieve better outcomes by starting from their own ideas - and misconceptions. But we often make great efforts to avoid mentioning misconceptions altogether.

  • Consider how children learn - through refining and redefining their own mathematical models
  • Use this to structure more effective retention of knowledge and skills
  • Explore some of the main misconceptions that are found in primary

About this INSET

Primary school children sometimes seem to pick up mathematical misconceptions more easily than the ‘proper’ methods and concepts we try so hard to teach them. We shouldn’t shy away from these misconceptions though; research suggests we will develop better conceptual understanding if we confront them head on, discussing and exploring them explicitly with the children.

This training looks at:

  • Educational and psychological research into the way children learn;
  • The teacher's role in building on and working through misconceptions;
  • The misconceptions we should avoid - the ones we ourselves might be passing on.


Audience:
This INSET is appropriate for primary schools.

  • Heads and other Senior Leaders
  • Maths Coordinators and STEM Leaders
  • Class Teachers

Contact Us

If you have any questions about this INSET day, please do not hesitate to contact us. Please fill in the form below to send us a message. Alternatively, feel free to get in touch with us by email: info@tteducation.co.uk

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