BeeneDeweese974

Confidence is really a necessary part of becoming successful in school Mathematics. However, there's a perception among all students that Maths is tough. Often, this belief comes out with the belief, to begin with, that they'll do their Maths to discover that inside their assessment tasks they get some good that they thought were right, wrong. More often than not, a bad answers result from, not a lack of understanding, initially at least, but from your mistake they've made.

Therefore, as a teacher of Maths, I spend a lot of time showing students how to avoid many of the mistakes they make. When I teach a brand new unit, I explain where errors/mistakes are usually to take place.

This information will list the generic errors and suggest ways to prevent them.

Cie Maths - By teaching students where errors/mistakes occur, they will come to realise that Maths isn't 'hard' and regain their confidence and achieve the prosperity of that they can are capable.

Below are listed other locations where students get some things wrong within their Mathematics using a short discussion on each.

Area 1: Copying down from the question

This can be a mistake every student makes regardless of their ability. It makes a situation the location where the question is probably not able to be solved thus wasting time and sapping confidence. The easy option is to make within the student a computerized checking paradigm.

Area 2: Aiming

Poor aiming can make it difficult to find mistakes as well as follow through the whole process of your treatment for find errors within your reasoning. Neatness, correct usage of symbols and vertical aiming will help eliminate mistakes due to poor setting out.

Area 3: Not answering the question/misreading the issue

This, obviously, is definitely an obvious area to make an error. Teachers must instruct students how you can read questions to figure out what is needed.

Area 4: Not answering every aspect from the question

This obviously follows on from area 3 above. It occurs where a question has multiple parts. Students has to be inspired to cross off every aspect of each and every question because it is completed.

Area 5: Not addressing the assessment criteria

Cie Maths - This is just an extension cord of the ideas above. Not addressing the standards not just creates poor results but wastes energy in examinations.

Area 6: Poor diagrams

Diagrams are meant to aid the student in solving a challenge not confuse them. The diagrams should be neat, well drawn and contain all the information from your problem. They should be large enough to find out all of the relevant information that will assist solve the problem. In Geometry, specifically, I'd have my class practice drawing diagrams for most problems without actually solving the problem. I might then draw a diagram for each to allow them to compare.

Area 7: Not testing solutions

When a response has been found, students has to decide if the answer suits the thing that was expected. Students should consider the type of answer he/she might expect when first reading the issue. Quite simply, the student should decide in the event the answer is realistic. Secondly, answers should invariably be tested in problems that involve solving equations. If the student follows the proper procedure, then testing each solution in every equation will assure he/she has got the correct answer.

Area 8: Calculators

Calculators are just useful when used correctly. It is vital that each and every time the calculator can be used, the process is done again to determine the first result.

The teacher's role to fight errors:

1. Reviewing book work

The teacher should create a model starting off process of each kind of Maths problem. Then he/she should, every once in awhile, review each student's work pad personally with the student to indicate mistakes which are being made, why they may be being made and ways to avoid making them.

2. Assessment review

Here the teacher should draw the attention of the students to mistakes made during an assessment task around the actual assessment paper. Your own review with all the student is desirable, too. In reviewing the assessment tasks using the whole class, the teacher should point out where every one of the errors happen for that benefit of all students. Lastly, like a motivational device, the teacher should indicate to every student the number of marks they lost through avoidable mistakes and just how those mistakes affected the last rating/grading of the assessment item.

3. Teaching to avoid mistakes

Cie Maths - It is best safe than sorry. During the teaching of the new unit, I'd always mention the pitfalls/places where mistakes occur. Sometimes in modelling answers, I would make a few mistakes deliberately to see if I possibly could trick the scholars or find out if they recognised the big mistake.

Obviously, there's some teaching to be done to prevent the areas stated earlier where errors happen, e.g. teaching students how to read questions. The extra teaching you will need to do will only be discovered by careful perusal of students' day to day operate in class at assessment time.