A comprehensive online database of typical errors and misconceptions in the learning of core mathematic subjects in junior high grades will help teachers deal with recurring student difficulties
A mathematics teacher in a regular Israeli classroom needs to know his students well in order to be able to assess the abilities, the needs, the learning style, and the learning pace of each one. This need is very hard to fulfill, especially in large and heterogeneous classes, in which students have varied knowledge and abilities. When encountering student errors and difficulties in class, it is not uncommon for a teacher to assume they are due to confusion, lack of effort, lack of concentration, or carelessness on the part of the student. As a result, some teachers teach in a way that only increases student frustration and dread, causing them to lose interest or dislike the subject.
Research literature points to broad evidence that typical student errors in mathematics repeat themselves, and in many cases, are the result of common misconceptions, and not confusion, lack of concentration or lack of knowledge. There is much evidence which shows that teachers who are aware of these misconceptions know to expect them, to predict them in advance, and to prepare a suitable response. However, this vast research is not concentrated in one place, nor is it easily accessible or available to teachers, or adapted to mathematics teaching in Israel.
Tel Aviv University proposes to develop a comprehensive online index of typical errors and misconceptions in the learning of central mathematic subjects in junior high grades, which would help teachers become more aware and better prepared to deal with recurring student errors and difficulties. The index would be based on a wide review of international and Israeli research, which has been published in journals, books, research studies and conference papers. The information collected will be organized according to basic themes in the Israeli mathematics curriculum. Selected errors and their origins will be presented and discussed on the index including suggestions for diagnostic assignments and examples of different teaching solutions.
A development team will be convened to write and edit items in the index, which will also be reviewed by critical readers. Teacher-trainers will then be asked to suggest ways to use and integrate the index into school teaching. The final index will be accompanied by an online user-guide for teacher-trainers and teachers, detailing the mathematical, psychological and didactic issues which cause common errors. Finally, three training days for professional development organizations are planned, in order to encourage the use of the index in courses and workshops for mathematics teachers. It is also expected that the index will be pilot tested in professional development frameworks for teachers across the country.
* The text above shows the grant as approved by the Foundation’s Board of Directors / Grant 62