Students have misconceptions in mathematics just like in other subjects,.These misconceptions are derived from their prior knowledge and experiences with numbers in their everyday lives. These misconceptions hinder the learning process, because they are tightly held by students. Teachers need to provide tangible experiences to break these misconceptions.
Eliminating mathematic misconceptions is difficult and merely repeating a lesson or extra practice will not help. Telling students were they are mistaken will not work either. Recognizing student misconceptions and immediately focusing a discussion on the misconception is important. Providing guiding questions using inductive reasoning is the best approach.
For this topic. pupils always have the misconception that tallest container always has the greatest volume.This a misconception caused by visual perception. Also they learn this from eating in fast food restaurants and similar locations that display cup sizes. The tallest cup always holds more, because of the way they are displayed. The best way to eliminate this problem is to have students fill tall containers with water and then pour the water into a shorter container which has the same volume. This is a difficult misconception to break and even adults have issues with this misconception.
Two teaching activities suggested as above lets pupils learning this topic by comparing perceptually, directly and indirectly.Address them immediately when observed is the effective method of eliminating math misconceptions.so students do not carry these misconceptions any further and develop a better understanding of mathematics.
References :
Hatfield, M.H., Edwards, N.T., & Bitter, G.G. (1993). Mathematics Methods for the Elementary and
Middle School. Allyn & Bacon, Needham Heights, MA.
Murugiah s/o Velayutham & Kao Thuan Keat ( 2010). HBMT 2103 Teaching Mathematics in Year Two.
Meteor Doc. Sdn. Bhd.
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