By Fe Luton – Director of Research and Content, Subject Leaders

Mathematical misconceptions are tricksy little things; they often sit and fester for a long while before we realise children have a fundamental misunderstanding of a concept. They usually appear because suddenly children are accessing more complex application of their known maths concepts or experiences. The EEF report Improving Mathematics at Key Stages 2 & 3 suggests we tackle misconceptions head-on, and should exploit them as formative assessment opportunities to help pupils “develop richer and more robust conceptions”.

Published 16 May 2022