Addressing Misconceptions

misconceptions-01

Students in third grade are exploring measurement this week. As students progress through the unit I feel as though they are becoming more efficient in converting Metric units. Near the end of the class today students started debating the differences between US Customary and Metric. The class than started completing an activity where they had to measure different insect lengths.  Students worked in groups to accomplish this task.

During this time I traveled to each group and intentionally eavesdropped on the conversations. Students asked me questions and I listened and asked questions back.  I then moved on to the next group. I wanted the students to work together and persevere. Some students started to talk about the measurement of different objects around the room.  I especially paid close attention to the questions that students were asking each other. This was a great opportunity to check-in on some of the misconceptions that were flying around the room.  I jotted down some of the conversations as the students came back to the large group.

We had around five minutes left in class to review the questions that I noted. I wrote the questions that I heard on the whiteboard.  I was able to clarify some of the responses and answer other questions. This time was definitely worthwhile. The students seemed to appreciate the time as well. During our next group activity I’d like to do something similar, but not completely rely on my less-than-stellar eavesdropping skills. Instead, I’m thinking of having the students periodically use Post-it notes to ask questions. This could turn into a “wonder wall” type of activity. The students could then place the questions in a bin and we can review them throughout the unit. I think this type activity is one way to proactively address misconceptions and answer questions as students grow in their mathematical understanding.

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