# Examples of misconceptions

## What is the greatest misconception about you answer?

**How to answer the “What misconceptions do others have about you?” interview question**

- Think about your positive and negative traits as a professional. …
- Choose a misconception that can you can reframe. …
- Align your traits with the needs of the employer interviewing you. …
- Be authentic, yet professional.

## How do you identify student misconceptions?

The most direct way to identify student’s misconceptions is to

**create scenarios that allow students to share their prior knowledge**. This can be done in many ways including: Having class discussions about the topic prior to instruction. Use a chalk talk to look at everyone’s understandings at once.## What are errors and misconceptions?

**Mistakes are made by a few, misconceptions are made by many and, repeatedly**. Students can figure out their mistakes by themselves because mistakes are usually due to carelessness. They cannot do the same for misconceptions. Misconceptions are committed because students think they are correct.

## What causes misconception?

In the natural sciences, misconceptions commonly result from

**personal experience and interactions with the physical world**. In the social sciences, they are more likely derived from social sources, such as social interactions or media misinterpretation.## Why is it important to address student misconceptions?

Addressing misconceptions is important in the science classroom because

**reading and observing scientific principles will not address nor change the frameworks about science that students bring to the classroom**.## What is a conceptual misconception?

Conceptual misunderstandings are

**ideas about what one thinks they understand based on their personal experiences or what they may have heard**. One does not fully grasp the concept and understand it.## Why is it important to plan for misconceptions?

Addressing misconceptions in your lesson plans

**makes your teaching much better, but also much easier**. Your students will have a better understanding of what you are teaching, leaving their preconceptions behind when they are incorrect.## Why is it important to plan for misconceptions?

Addressing misconceptions in your lesson plans

**makes your teaching much better, but also much easier**. Your students will have a better understanding of what you are teaching, leaving their preconceptions behind when they are incorrect.## How do you address misconceptions in maths?

Facilitate a discussion about the mistake, focusing on having the pupil explain their thinking e.g. by asking questions such as â€śHow did you come up with that answer?â€ť and â€śWhy do you think it’s correct?â€ť This clears up whether the error was a simple case of ‘slip of the mind’, or a misconception.

## What is the difference between prior knowledge and misconceptions?

Prior knowledge is what students already know from academic, personal and cultural experience; they can connect it to new concepts. Gaps and misconceptions are not uncommon but they are detrimental if not re-taught.

## How does prior knowledge affect whether pupils develop misconceptions?

However,

**when our prior knowledge is inaccurate, we are more likely to misinterpret, misunderstand or even disregard new information**. Inaccurate prior knowledgeâ€”or misconceptionsâ€”can be a significant barrier to new learning.## What are three common misconceptions students face when learning measurement?

**Several of the more common misconceptions that children bring to bear on measurement of area are:**

- Everything is length. Children often believe that they can use rulers to measure area. …
- Units can be different. Children often believe that it doesn’t matter if the units are all identical. …
- Cover need not be complete.

## What are common misconceptions about multiplication?

**4 Misconceptions Students Have About Multiplication**

- Assuming multiplication always results in a larger value. …
- Multiplying numbers in the order they are listed. …
- Adding zeros when multiplying by a power of 10. …
- Improperly applying order of operations.

## What are some misconceptions about place value?

Misconception #1â€”Place Value:

**Not understanding the value that a digit represents when regrouping or renaming in addition and subtraction problems**.## What is the most common misconception when multiplying decimals?

Students tend to

**misplace the decimal point**when multiplying two decimal numbers. Examiner’s report: National Assessment Grade 9 2013, Question 2(c): â€śsome students shifted the decimal point by 2 digits to the right, thus obtaining the wrong answer 638.7â€ť. Example 2: Write down 7.996 correct to two decimal places.## Why is ruler important in math?

Rulers are

**used for measuring a line**, and the straight edge allows them to be used for drawing, scoring, or cutting. They are often used in technical drawing, math & geometry, engineering, carpentry, and print fields.## What is a common error and or misconception for addition and subtraction?

**Adding the multiple of 1, 10, 100, 1000 or 10,000 to the wrong digit in a 5-digit number due to insecure knowledge of place value**. Adjusting the wrong way when adding/subtracting near multiples, particularly when subtracting, e.g. 24,356 â€“ 2999.

## Which of the following is shown through research to be a common error or misconception when students are comparing or ordering decimals?

Which of the following is shown through research to be a common error or misconception when students are comparing or ordering decimals?

**The decimal that is the shortest is the largest**. Students may think that shorter is larger, as they believe any number of tenths is larger than any number of hundredths.## What are the common mistakes that the students make when they add subtract decimals numbers?

Students often

**forget to put the decimal point behind the whole number and do not properly line up decimal points**when they add or subtract.## What are some common misconceptions about fractions?

Most misconceptions in fractions arise from the fact that

**fractions are not natural numbers**. Natural numbers are the positive whole numbers that we count with, e.g. 1, 2, 3, 97, 345, 234,561 etc. These are the kinds of numbers children spend most of their time learning.