Abstract by Camilla Peters
Critical usage of incorrect student thinking during mathematical instruction
When teaching mathematics a wrong answer is too often disregarded in pursuit of a correct answer. In the Mathematically significant pedagogical Opportunities to build on Student Thinking (MOST) project, teachers make use of incorrect student work during instruction to build understanding of important mathematical concepts. Through analyzing multiple video recordings of secondary mathematics classroom discourse, I have observed that a significant amount of students in a classroom have similar incorrect mathematical thinking. In these videos, teachers have utilized incorrect student work as an effective means for revealing mathematical misconceptions. For this presentation I will present the ways in which teachers have been able to use incorrect student thinking to reveal and rectify mathematical misconceptions found in identifying solutions to linear equations and calculating average speed.