Alex Autry

Dr. Long

PLT2

Possible Misconceptions and Student Difficulties

• Most of the ESL students are quite proficient orally, but still struggle with written work. I will make sure to orally explain all directions on top of having them written.

• There is one student who has both exceptional and ESL needs. I will group him with one of the more proficient ESL students who will help translate. The cooperative grouping will allow the more sophisticated learners to aid the less sophisticated learners.

• Students who have difficulties with computational skills will be allowed to use calculators as a checking tool. These students will also be grouped with students who have mastered computational skills. All students have a multiplication chart that they can use while finding the Least Common Multiple and other necessary processes.

• Students may have a hard time understanding how 1/8 is smaller than 1/3. I will have to address this misconception and explain that a larger denominator often means a smaller overall fraction.

• Students may have difficulties when adding fractions because the denominators stay the same. I will use a visual to show why the denominators are not added and be explicit about the denominator not being added.

• Adding and subtracting fractions and mixed numbers may be difficult for some students to grasp the rules for it; allowing students to use methods where they fully describe their methods will help other students internalize how the process is done

• Many of the students may have a difficult time vocalizing how they arrived at an answer due to the methods they are used to using in class. In these circumstances, I will ask more questions to help them through their explanations. When a student is having severe difficulties I may also summarize what I think they did and ask if that is correct and ask them to add anything else.