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Recognizing Misconceptions as Opportunities for Learning Mathematics with Understanding
What if instead of focusing on whether an answer is right or wrong, we asked our students to focus on how or why they reached that answer?
To develop deep conceptual understanding, students need to be able to justify and explain their strategies and, most importantly, revise their thinking when faced with information that challenges prior beliefs.
In this whitepaper, Dr. Mark Ellis explores:
Some common misconceptions in math and reasons for them
Productive strategies for surfacing and addressing misconceptions
Principles and practices that support “rough draft thinking” in mathematics
Mark Ellis, Ph.D., NBCT
Mark is a professor of Education at California State University, Fullerton and a highly regarded scholar and teacher of K–12 mathematics education. With more than 40 publications to his credit, Mark has served on the National Council of Teachers of Mathematics (NCTM) Board of Directors and Executive Committee.