Addressing the multiplication makes bigger and division makes smaller misconceptions via prediction and clickersInternational Journal of Mathematical Education in Science and Technology (2011)
AbstractThis article presents a lesson that uses prediction items, clickers and visuals via PowerPoint slides to help prospective middle-school teachers address two common misconceptions: multiplication makes bigger and division makes smaller (MMB–DMS). Classroom research was conducted to explore the viability of such a lesson. Results show that the lesson was effective in creating awareness that multiplication does not always make bigger and division does not always makes smaller, uncovering students’ misconceptions, and providing opportunities for students to learn from mistakes. Students liked the activity for various reasons, such as getting to learn certain mathematical ideas, to think about the problems, to work in groups and to have fun. The lesson was implemented slightly differently in two classes. The class with an additional phase involving prediction and voting via clickers in the PowerPoint lesson showed a gain of 36 points (an effect size of 1.3 standard deviations, SDs) from the pre-test to the exit-test whereas, the comparison class showed a gain of 25 points (an effect size of 0.87 SDs). In terms of students’ written responses with regards to addressing the MMB–DMS misconceptions, there was however not much difference between the two classes.
- prediction; misconceptions; clickers; personal response system;
Citation InformationKien H Lim. "Addressing the multiplication makes bigger and division makes smaller misconceptions via prediction and clickers" International Journal of Mathematical Education in Science and Technology Vol. 42 Iss. 8 (2011)
Available at: http://works.bepress.com/kien_lim/26/