Mathematical Misconceptions * Anne D. Cockburn *With grateful thanks to the British Academy

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Discussion of sheets Then… consider the following statements…

‘This whole project has made me very aware of zero: how important it is and it has affected the way in which I teach…It makes me aware of the importance of working on zero right from day 1 and it’s important to get it right otherwise it can have dire effects in year 2. I wasn’t really aware of what a problem it was getting it wrong until I talked to people here.’ (Ruth, year 2, England)

‘I have done “if you add 2 things it gets bigger and if you subtract it gets smaller”’.

‘You don’t tend to think what you do has bearing on what others do… You focus on your own group and forget what they are going on to.’ (Ivan, year 1, England)

A bit of background…

M2iπM2iπ  14 month study  Czech Republic, Israel, Italy & U.K.  Small groups of teachers across the primary (5-11 years-old) age range

 Many mathematical misconceptions common across the four countries  Misconceptions often extended across the primary age range  The teachers were surprised by the findings

Proposals for experienced teachers professional development:  Work across the age groups  Identify and examine common mathematical misconceptions  Discuss and acknowledge the pressures they face  Explore strategies to manage pressures and reduce misconceptions

Main reference: Cockburn, A.D. & Littler, G. (2008) Mathematical Misconceptions London: Sage Please hand in sheets & include an address if you would like copies of the data Thank you!