Misconceptions About Counting Coins
Misconceptions
Question 2
Students may have misconceptions about counting coins. Question two involves adding a twenty cents, a ten cents, a 5 cents and a dollar coin together. They may have misconceptions about the value of each coin and relate proportionality to its size (Hansen, Drews, Dudgeon, Lawton & Surtees, 2017; Mackle, 2016). As most of the coins are in cents, they would equate a dollar as ten cents or one cent and choose option B or A. Furthermore; students may make an error due to counting from a random starting point and choose option C (Victoria State Government Education and Training [VET], 2017a).
Question 4
Students may have misconceptions about three-digit numbers. Students need to identify missing number in question four. They may apply subtraction operation to determine the missing number and use counting on method where they count from the small number to reach the big number (Cockburn & Littler, 2011). Students would add 40 with 502 and misinterpret subtraction as an addition (Reys et al., 2016); and choose option C. Moreover, students may have place value misconceptions and identification of the position of each digit (Carpmail, Burnett, Chapman & Crowder, n.d.; Yorulmaz & Önal, 2017). Alternatively, students may group the three-digit numbers into hundreds, tens and ones to match both …show more content…
In question 13 students have to identify a shaded quarter area of a shape. Students may apply the strategy of the part-whole of a shape (Gould, 2011). Any shape represents 1 whole, and if it is portioned into 4 equal area, where the numerator is 1(part of), and denominator (total number of parts) is 4, then each area is ¼ of the shape (Loc, Tong & Chau, 2017). Students may have the misconception that each of the four parts is a quarter regardless of area (Sari, Juniati, & Patahudin, 2014); and might interpret that all shapes are ¼ shaded and choose random options A, B or
Question 2
Students may have misconceptions about counting coins. Question two involves adding a twenty cents, a ten cents, a 5 cents and a dollar coin together. They may have misconceptions about the value of each coin and relate proportionality to its size (Hansen, Drews, Dudgeon, Lawton & Surtees, 2017; Mackle, 2016). As most of the coins are in cents, they would equate a dollar as ten cents or one cent and choose option B or A. Furthermore; students may make an error due to counting from a random starting point and choose option C (Victoria State Government Education and Training [VET], 2017a).
Question 4
Students may have misconceptions about three-digit numbers. Students need to identify missing number in question four. They may apply subtraction operation to determine the missing number and use counting on method where they count from the small number to reach the big number (Cockburn & Littler, 2011). Students would add 40 with 502 and misinterpret subtraction as an addition (Reys et al., 2016); and choose option C. Moreover, students may have place value misconceptions and identification of the position of each digit (Carpmail, Burnett, Chapman & Crowder, n.d.; Yorulmaz & Önal, 2017). Alternatively, students may group the three-digit numbers into hundreds, tens and ones to match both …show more content…
In question 13 students have to identify a shaded quarter area of a shape. Students may apply the strategy of the part-whole of a shape (Gould, 2011). Any shape represents 1 whole, and if it is portioned into 4 equal area, where the numerator is 1(part of), and denominator (total number of parts) is 4, then each area is ¼ of the shape (Loc, Tong & Chau, 2017). Students may have the misconception that each of the four parts is a quarter regardless of area (Sari, Juniati, & Patahudin, 2014); and might interpret that all shapes are ¼ shaded and choose random options A, B or