Ronica Pardesi 30/09/08 DEVELOPING ESSENTIAL NUMERACY SKILLS IN THE FOUNDATION PHASE MISCONCEPTIONS AND THE METHODS OF REMEDIATION

“I am but one – yet a special one I cannot do everything But I can do something And because I cannot do everything, Let me therefore do that which I can … As well as I can!” “I am but one – yet a special one I cannot do everything But I can do something And because I cannot do everything, Let me therefore do that which I can … As well as I can!”

ERROR It is a repeated mistake that the learner thinks is correct. MISTAKE Learners know it.is wrong. This allows for it to be corrected MISCONCEPTION The way a learner thinks is incorrect with regard to their understanding of a concept. INTRODUCTION

LEADING MISCONCEPTION ‘ Maths is Hard ’  This should be priority Why  Improved achievement  Long term retention of skills and concepts.

WHE N Takes place when the learner thinks he/she understands. They may not be aware of their misunderstanding This is not incorrect knowledge but incomplete knowledge. It may only surface once existing knowledge is being applied to new situations.

WHY  No or poor progression in terms of conceptual mathematical development across the foundation phase.  Little or poor monitoring of the development of learners pre number concepts.  Not enough oral work is done.

PLACE VALUE

PLACE VALUE cont…

HOW TO REMEDIATE Allow learners to tell you about their answer. Provide opportunities for them to identify their own misconception. Don’t expect to suggest or teach a strategy to the entire class and have them all understand.

OPPORTUNITY 4 PRACTISE For the learner Manipulating teaching aids/tools gives learners an opportunity to learn by: Consolidating mathematics concepts and skills. Developing the ability to apply these to many situations. Understand their own strategy to approach problems that are understood by them.

OPPORTUNITY 4 PRACTISE For the educator If children are allowed to manipulate teaching aids/tools : YOU will  Learn about he strategies used by children.  Provide opportunities for effective and meaningful teaching.  Avoid premature drill work.  The more the teacher knows about how a child learns or his/her difficulties the more prepared a teacher will be to help.

PROBLEM SOLVING Will be inserting another similar problem across the grades to show various strategies employed in answering.

PROBLEM SOLVING cont… Be sure that problems have multiple entry points. Plan differentiated tasks. Consider what your children know or understand about the task given. Is there a possibility that some of the background ideas have not yet developed. There is no such thing as a ‘teacher proof’ classroom/curriculum. Every child is different. Flexibility is key.

INTERVIEWS To be conducted with a few selected students  You need more information about a particular child about how he/she is constructing concepts and the procedures used.  To get information either to  plan your instruction.  Assess the effectiveness of your instruction.

FRACTIONS

MEANINGFUL TEACHING  Verbal repetition via practical work.  Using obvious comparisons  Tactile functions – manipulating aids  Colouring in blocks to represent various fractions.  Abstract – fraction partners to show a whole.  Varied strategies

FRACTIONS cont…

SUPPORT – NUMERACY AIDS Providing resources for learners to manipulate provides immediate support. Immediate feedback Feedback is specific and personalised Create meaningful understanding.

Continued…  Identify the error  Determine the cause  Collect information  Establish any common links  Identify relationships if any.

CONCLUSION Many misconceptions will remain hidden unless teachers make specific efforts to uncover them. A misconception is merely an opportunity for the delivery of effective teaching.