Your SlideShare is downloading. ×
  • Like
  • Save
Student Misconception Series – Maths (Part 2)
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.


Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply

Student Misconception Series – Maths (Part 2)


Misconceptions in Measurement, Data Interpretation/Analysis: Averages and Graph Reading found in Class 4 students

Misconceptions in Measurement, Data Interpretation/Analysis: Averages and Graph Reading found in Class 4 students

Published in Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads


Total Views
On SlideShare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 1. Student Misconception Series –MATHS (Part 2)
  • 2. Do your Student Learn or Mug up?
    Students of all ages seem to have a mind of their own when it comes to responding to any situation or performing any task.
    As teachers, most of us go back home thinking that our students have understood every concept that we teach them. It is only when we test them that we find that some concepts have not been understood as clearly as they should have been.
    It is this desire to understand student thinking that prompted us to examine ASSET questions of the past rounds, in Maths, examining the most common wrong answers to understand what could have made students select the options they did.
  • 3. Measurement,DataInterpretation/Analysis: Averages and Graph Reading
    Class 4
  • 4.
  • 5. Why was the question asked?
    This question tests if the students understand the idea that more than one unit of something can be represented by one symbol in a pictograph.
    2. What did students answer?
    26% of students answered D, correctly, and 61% have chosen the most common wrong answer, A.
    Possible reason for choosing A: These students have just counted the saplings shown in the figure and answered 16. They may feel that each symbol stands for one sapling. They have either failed to notice the key given alongside or are unable to understand what it means.
    Possible reasons for choosing B & C: Very few students have chosen this option and may be making a random guess.
  • 6. 3. Learnings
    In order to be able to use and understand a pictograph, students should understand that
    • A symbol in a pictograph represents one item or many items.
    • Within a pictograph, a symbol always represents the same number of items.
    • Sometimes fractional parts of symbols may be used in a pictograph.
    For example the symbol given in this question represents 4 saplings, so we may use half of it to represent 2 saplings.
    The response to this question indicates that students have not grasped the idea that a symbol in a pictograph can stand for more than one of something. They have probably not been exposed to such pictographs.
  • 7. 4. How do we Handle this?
    The first step in understanding a pictograph is to know that a symbol can stand for a quantity. The best way to teach data interpretation is with a situation that involves the students and has questions that are
    relevant to them.
    Activity: The teacher may make a column on the black board with different colors on it. She may ask the students about their favorite colors, and draw a small face against a color, to represent that it is the favorite of 1 child. In a class of 40 students she may have a table like the following.