Children′s Errors in Mathematics

About the Book

This practical guide to children's common errors and misconceptions in mathematics is a popular planning tool for primary trainees. It supports a deeper understanding of the difficulties encountered in mathematical development. This third edition has been updated to link to the new National Curriculum. New for this edition is a chapter on addressing errors misconceptions which explores how errors can best be identified and countered. The text examines misconceptions individually and in each case provides a description of the error alongside an explanation of why the error happens. The text also considers the role of the teacher in understanding and addressing children's common mathematical misconceptions.

Table of Contents:
How do children learn mathematics? Errors and misconceptions: the teacher′s role Number: number and place value Number: addition and subtraction Number: multiplication and division Number: fractions, decimals and percentages Algebra Measurement Geometry Statistics

About the Author :
Alice Hansen is the Director of Children Count Ltd where she is educational consultant. Her work includes running professional development courses and events for teachers and teacher trainers, research and publishing. Alice has worked in education in England and abroad. Prior to her current work she was a primary mathematics tutor and the programme leader for a full-time primary PGCE programme at a large university in England. Doreen Drews is a Principal Lecturer in Primary Mathematics at St Martin′s College and has taught extensively within the Foundation Stage, Key Stage One and Key Stage Two. She was a mathematics advisory teacher for four years before joining St Martin′s and has a particular interest in early years mathematics. John Dudgeon has taught at a wide range of primary schools. John is particularly interested in the effective use of mathematical resources. Fiona Lawton is currently developing online materials to support teaching and learning in mathematics and is researching the underpinning pedagogy of e-learning. Liz Surtees has taught at both secondary and primary level and has a particular interest in statistics.

Review :

Children’s Errors in Mathematics is a book that can help give teachers insight into types of errors students make and why students tend to make them.

It makes a valuable reference book, both for planning and assessment.

Some good discussion of some common misconceptions. A worthwhile addition to an under-published area. A fantastic book. We are not able to adopt this as an essential course text, but we talk a lot about mathematical misconceptions and recommend that the students buy this book. We also buy several copies for our resource centre. An effective update of a previous title that includes many useful examples to develop the students understanding of common misconceptions A useful text for FdA Learning Support students who support children′s mathematics in school. This will be a useful guide in practice and is recommended reading, particularly for primary practitioners, on the module Supporting the Curriculum An excellent text for students who want to focus on mathematics in their research modules or dissertation and definitely an essential text for those starting or completing teacher training. For those who are competent in maths and those who aren′t so secure, this text really enables teachers to look at maths from the perspective of a child. There are common misconceptions that may influence the way we teach, so being aware of how children may view mathematics is an invaluable tool as we can start to help maths make sense! An accessible book that gives an excellent overview of common misconceptions in mathematics. An invaluable tool is planning to avoid them. A really useful discussion of common misunderstandings which allows teachers to plan how to manage them before they become a problem! A very clear and accessible reference for trainee teachers when considering the possible misconceptions that children may exhibit. This book is a must read for teachers in the early years wanting to understand how best to support early development of mathematical concepts. useful for the placement element of this module. recommended to students who take this option in KS2. This is an excellent book for secondary maths trainee teachers to use as a reference guide when planning lessons. The section about how children learn to count is particularly interesting and helpful for secondary stage trainees - understanding where the difficulty may lie is helpful in planning interventions to support new learning. A very helpful book which students find useful A great updated version of a well established book. This book provides a comprehensive overview of typical misconceptions, essential as a text for primary teachers. Excellent book to help trainees understand common misconceptions in maths really helps them in their planning This is a highly recommended book for our students which enables them to consider more fully key issues and concepts which can give rise to difficulties for pupils in key mathematical concepts. Although a wide range of errors and misconceptions are identified and explained, there is limited guidance about how to remedy them. This book would be very useful for a teacher who needs to address such errors. An analysis of errors is fundamental to such teaching and this book helps to identify the reasons why errors are made. A very useful summary of key issues in teaching primary mathematics. Supplements other texts well. The strength of this book lies in the introduction clearly explaining its use. So it can be used for a multitude of purposes, for example to explore theoretical aspects of the subject as well as providing quick plans based upon national curriculum requirements.It is a book the student can grab and use easily as a piece of research or in the classroom as a teaching aid. I found the second chapter on errors and misconceptions particularly informative when looking at tackling learning errors in the classroom. Opportunities are given throughout the text that challenge students own knowledge so making them aware of the pitfalls for the learner.