Common Misconceptions in Undergraduate Mathematics Classrooms

By on September 20, 2018

Learning Community: Common Misconceptions in Undergraduate Mathematics Classrooms

The primary focus of this Learning Community is to identify and develop strategies to address some of the common misconceptions that students enter undergraduate mathematics classrooms with. It is important for educators to be aware of some of the common misconceptions that their students hold so that they can be addressed early on in in the classroom and create room for students to grasp what they are being taught through new lenses.

Location: Pickard Hall 485.

Common Misconceptions in Undergraduate Mathematics-Based Classrooms
Omomayowa Olawoyin
All meetings will be held from 10:00-11:00am
Pickard Hall, 485

Community Leader: Omomayowa Olawoyin, Ph.D. Student – Mathematics

Meeting Schedule

Wednesday, September 26, 2018

  • Introduction of participants (including their teaching experience)
  • Introduction to CIRTL and this learning community (purpose and goals)
  • Discussion topic: What comes to mind when you think of misconceptions in mathematics classrooms? Can you give any examples of misconceptions that you have seen in your own classroom?
  • Identify mathematics education journals (http://sigmaa.maa.org/rume/journals.html) that can be used as resources to identify common misconceptions in certain mathematics courses and teaching practices that can be used address those misconceptions. Ask for volunteer(s) to identify an article discussing a common misconception that students have about algebraic manipulation to present to the group next meeting.
  • Learning Outcome: i)Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.
    ii) Describe and recognize the value of learning communities, and how they impact student learning.
    iii) Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.
    iv) Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.
    v) Describe how an instructor’s beliefs and biases can influence student learning.

Wednesday, October 10, 2018

  • Topic: Common Misconceptions in Algebraic Manipulation
  • Volunteer(s) from last meeting will present brief overview of article on common misconceptions students have about algebraic manipulation.
  • Open discussion about article and teaching practices that can be used to address misconception
  • Ask for volunteer(s) to identify an article discussing a common misconception that students have about data interpretation to present to the group next meeting.
  • Learning Outcome: i) Access the literature and existing knowledge to develop a deeper understanding of existing evidence-based knowledge concerning high-impact, evidence-based teaching practices.
    ii)Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
    iii) Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Wednesday, October 24, 2018

  • Topic: Common Misconceptions in Data Interpretation
  • Volunteer(s) from last meeting will present brief overview of article on common misconceptions in statistics courses
  • Open discussion about article and teaching practices that can be used to address misconception
  • Ask for volunteer(s) to identify an article discussing a common misconception students may have about functions to present to the group next meeting.
  • Learning Outcome: i) Access the literature and existing knowledge to develop a deeper understanding of existing evidence-based knowledge concerning high-impact, evidence-based teaching practices.
    ii)Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
    iii) Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Wednesday, November 7, 2018

  • Topic: Common Misconceptions about Functions
  • Volunteer(s) from last meeting will present brief overview of article on common misconceptions students may have about functions
  • Open discussion about article and teaching practices that can be used to address misconception
  • Ask for volunteer(s) to identify an article discussing a common misconception students may have about limits to present to the group next meeting.
  • Learning Outcome: i)Access the literature and existing knowledge to develop a deeper understanding of existing evidence-based knowledge concerning high-impact, evidence-based teaching practices.
    ii)Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
    iii) Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Wednesday, November 28, 2018

  • Topic: Common Misconceptions about Limits
  • Volunteer(s) from last meeting will present brief overview of article on common misconceptions students may have about limits
  • Open discussion about article and teaching practices that can be used to address misconception
  • Learning Outcome: i)Access the literature and existing knowledge to develop a deeper understanding of existing evidence-based knowledge concerning high-impact, evidence-based teaching practices.
    ii) Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
    iii) Describe several assessment techniques and recognize their alignment with particular types of learning goals.