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Mathematics Potential Learning Issues Number & Algebra Misconception 1: Number Word Sequence Summary Describe the issue/Origin:

Learning to produce the number sequence is a complex process. It takes years for children to learn conventions such as the order of the number words to twenty, the names and order of the decades, the cycling of one to nine through each decade, the sequence of number words beyond one hundred, and the sequence patterns related to hundreds and thousands. (Gervasoni, 2002) Diagnose the Learning Issues The most common error was bridging the decades, e.g., 39_50. Indeed, nearly half of the errors were of this type. This situation highlights that understanding the meaning and order of the decade number words is a considerable challenge for many children. Bridging 40 was the most problematic decade transition. (Gervasoni, 2002) Strategies & Resources for Remediation -It is possible, though difficult, to learn the number word sequence as a rote memory exercise. (Daily Warm ups) -It is possible to learn to produce the number sequence by exploring patterns and relationships between number words in the sequence, and through learning how the number word sequence is constructed. (Random number generator) -Children can be shown how the decade names relate to the number of tens in the decade name, so that they can understand what the number-words mean. (Think boards) -Counting backward involves saying, in reverse order, the same number sequence produced when counting forward. Further, counting a collection of items (grouped in tens and ones) that is repeatedly reduced by one may also assist children to understand how the number words relate to the reducing number in the collection. (Rotational activities) Misconception 2 : Money Summary Few children today observe or take part in monetary transactions due to credit/debit transactions. In some cases where children do get to purchase a toy or sweets, the concept of receiving change will be

beyond their mathematical ability. Marion Bond introduced that students find it difficult to distinguish between the value of pile of coins and the number of coins in the pile. This makes it difficult to understand equivalent amount of money introduced later in the money scope. Diagnose the Learning Issues Give example: Students might struggle with the size and value of coins e.g. the $1 coin is smaller in size but bigger in value than the 50c. This could also create confusion when placing the coins in order of value and not in size. Students also find it difficult to recognise equivalent value e.g. two 20c coins and one 10c coin makes up a fifty cent coin. Thus finding difficulties in adding groups together splitting groups apart.

Strategies & Resources for Remediation The in-class-shop play-based activity provides students with a supervised opportunity to engage in accurate monetary exchanges. Prior skip counting activities and counting their own pile of plastic money, serves as great preparation for students to purchase items in the class shop. The activity is made as realistic as possible incorporating the aspect of discounts or specials in a simplistic way. If learning difficulties of coin value are still hindering students from taking part, the prices can be changed to dots. Students will have to use their cards displaying dots that add up to the amount of dots which display the price.

Statistics & Probability Misconception 1 Summary For year 1 students learning data representation and interpretation, a learning issue that arises occurs when the students are asked to solve a task/make a statement/draw a conclusion that involves a comparison to find out How many more between two values or representations of data within a picture graph. For example How many more people like to eat chips than ice -cream? Students may simply make the statement that more people prefer to eat chips than ice -cream

Diagnose the Learning Issues When children are constructing their own meaning as to how to find the answer they very often do not think of comparisons as a subtractive algorithm (Noyce Foundation, 2008). For Year 1 students, this
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misconception becomes evident in their final stage of data interpretation where diagnostic statements do not reflect the data collected. Strategies & Resources for Remediation Give the students concrete objects to practice with such as plastic connecting blocks; as a strategy give the students for example a tower of 5 and a tower of 7 to represent two values - they can then solve the comparison by directly matching the cubes that were the same, and then use counting on from the smaller value to find out the difference between the two (Noyce Foundation, 2008). Measurement & Geometry Misconception 1: Conservation of Liquid Summary Students may believe that the amount of liquid has changed when a set amount has been poured from one
container to another of a different size (National Centre for Excellence in Teaching Mathematics, 2013). They believe that there is more liquid in the one that has the highest level e.g. the left hand containers in figures b and c. Piaget would argue that children are not able to understand this notion of conservation until they have reached the concrete operational stage of development (7 - 11 years) (National Centre for Excellence in Teaching Mathematics, 2013).

Diagnose the Learning Issues


This potential learning issue may be evident through-out class discussions and in play-based learning experiences. Students may talk about how a peer has more/less in their cup or container due to the difference in size rather than volume. This potential learning issue may also be evident when sharing or partitioning during play-episodes.

Strategies & Resources for Remediation


Learning managers will need to provide students in Year 1 with many opportunities to take part in practical activities which involve transferring liquids from one container to the other. Learning managers should encourage the use of mathematical language: more than/less than/equal to. A further strategy to assist overcoming this learning issue is to place three or more containers in front of the students. The containers should range from very wide-based containers to long thin ones. Demonstrate to the students by pouring the same amount of liquid into each container. The liquid will not come very high up the wide-based container and the same volume may fill the
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container with the smaller base. The most effective way to overcome this potential learning issue is by providing many hands-on experiences for the students to measure volume and capacity.

Misconception 3: Comparison and Measurement Summary


One of the earliest principles children come to understand is that the measurements of a particular object stay the same wherever we place it (Cotton, 2010). Measurement is used throughout everyday life when people compare objects or when they need to see if something is the right length to fit in a particular space, or if it will hold objects of a certain length. Young children may describe something as longer than something else if they are not aligned (Cotton, 2010).

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The practical nature of measuring and the importance of drawing on learners intuitive understandings and knowledge of measurement will develop their skills (Cotton, 2010). It is important that learning managers assist students to develop a language of measurement. Cotton (2010) highlights that, engaging students actively in carrying out measurement is the only way to learn about measurement. Conservation and comparison are everyday skills students may use all the time but may not have put a name to before (Cotton, 2010). The teaching points emphasise the fact that we can and need to teach these skills to learners as they arent simply common sense. Siemon, Beswick, Brady, Clark, Faragher & Warren (2011) identify that that to teach measurement effectively students need to be provided many opportunities to be actively involved in measuring activities. This will ensure students gain greater understanding and develop an appreciation of why people measure and its importance. Diagnose the Learning Issues This potential learning issue may be evident when students compare the length or size of every-day objects. Students may say that the shorter pencil is bigger or longer than the other. Students need to use non-standard units such as pencils, wooden rods and cubes to come to an understanding that measurement is conserved, or stays the same, before they move on to using standard units. Strategies & Resources for Remediation This potential learning issue can be remediated through learning experiences which focus on estimation of distance, mass and capacity. The first learning strategy is the Three Bears learning experience where the learning manager
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brings into class three teddy bears of varying size (small, medium and large). Students are divided into groups and each group needs to make and different objects for their bear. This will involve students in comparing measurements and using the language of comparison.

Misconception 3: Shape Summary Children at precognition level perceive shapes and not yet identify or distinguish amongst them. Pierre Van Hieles states in his theory that students operating on a visual level view figures holistically on their appearance without description. These children would say a figure is a circle and not elaborate further. Children may also reject a shapes if it does not resemble its prototype e.g. squares which are called diamonds if tilted at a 45o angle. They believe a shape is true based on a single example. Clements (2000) study has proven that when students explain their decision for classifying shapes that their more likely to change their answer to the correct one. Here students make use of critical thinking strategies. Diagnose the Learning Issues Young students tend to accept all triangular forms with curved sides but reject triangles that are too long, bent over and turned upside down. Students accept ovals as circles but sometimes do not accept diamonds and rhombus as squares. Students are strongly influenced by the shapes they are comparing. Strategies and Resources for Remediation The shape video displayed in the LEP showcase shapes and their properties (by counting their sides) but also rotating the shapes. Students become aware that the same shape with the same properties are displayed. Students are engaged in multiple levels that stimulate comprehension. Students sing along (audio learning) while counting sides (visual learning) and follow hand movements (kinaesthetic learning). The hoola hoop activity creates a platform for students to justify why they have placed their given shapes in the labelled hoop, thus utilising their critical thinking skills to adjust their understanding.

References Bond, M. (2012). Money Problems. Retrieved from http://nrich.maths.org/2586 Clements, D.H. & Sarama, J. (2000). Young Childrens Ideas about. [pdf] NY: The National Council of Teachers of Mathematics. Retrieved from http://gse.buffalo.edu/org/buildingblocks/writings/YC_Ideas_Shapes.pdf [Accessed: 1st April]. Cotton, T. (2010). Understanding and Teaching Primary Mathematics. Essex, England: Pearson Education Ltd. Gervasoni, A. (2002) Difficulties Children Face When Learning to Count. (Unpublished paper) Australian Catholic University. Retrieved from www.merga.net.au/documents/RR_gervason.pdf National Centre for Excellence in Teaching Mathematics (NCTEM). (2013). Retrieved from https://www.ncetm.org.uk/

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