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They dont realise the parts have to be equal parts. 

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They dont realise the parts have to be equal parts. 

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Show them with physical cut outs so they can see the difference in size parts.

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Even though there is 1 part shaded on each one all the parts are not equal.

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On the what do you notice.

Respond to white board work.

Stretch it.

Discussions.

Deliberate mistakes to adress misconceptions

When discussing the DNA.  Notice and advice. Talk about the language and phrases to use rather than.

Deliberately practice

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Every day in the quiz: not just focus on the correct answer, which answer is the misconception and what is the misconception itself?

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Hinge question to check that they understand the task - ABCD (one of them being an option for a misconception). Then go through this and why it is not that specific answer (the misconception)

Throughout the lesson - during the practice it and the hinge question.

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In maths I do a hinge question in each lesson where the children have to answer independently - this will let me know who isn’t getting the concept or has a misconception.

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During the ‘practice is’ on whiteboards, I can see who has got the questions incorrect and dig deeper to see whether this is a misconception or just an error in their working. Then, I address this to the whole class and use manipulative to ‘show’ how a method is completed.

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It is better to address the misconceptions straight away.

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They can easily be formed.

Need to be addressed and corrected quickly.

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What is the misconception?  How would you address this?

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Where do you focus on mathematical misconceptions in your teacher practice?

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Where do you focus on mathematical misconceptions in your teacher practice?

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Are misconceptions the same as mistakes? Or something different?

Is it better to address misconceptions or wait for them to become a problem?

Are you confident that you are aware of common misconceptions in mathematics, how they arise and why they might persist?