“It is by the way that a teacher responds to what a pupil offers that he or she validates-or indeed fails to validate -that pupil’s attempts to join in the thinking.” (Barnes, 2008)
Effectively, we as teachers are delivering a curriculum based on the knowledge that we have and we have been taught. As educators we know that knowledge changes and develops and we are central to that development. The way we respond to students misconceptions impacts their individual confidence and future participation. By exploring the misconception we gain a teaching tool and incorporate the student in the re-evaluation and knowledge development process.
This webinar will address the following guiding questions:
Why is it important to make productive use of mathematical misconceptions?
How are misconceptions being generated?
How can we as teachers address misconceptions?