Teaching Two-Way Frequency Tables Through Misconceptions (pp. 43--49)
Abstract
During my first year of teaching, I thought I was alone in suffering through awkward moments as I made content mistakes in front of my students. The more I experienced these instances, the more I was able to strengthen my understanding of content and pedagogy. Why not provide my students with similar experiences to deepen their understanding of mathematics? In this article, I discuss how I used a misconception I had about two-way frequency tables to help students achieve a better understanding of how the variables in two-way frequency tables are dependent on each other.
How to Cite:
Jakes, L., (2019) “Teaching Two-Way Frequency Tables Through Misconceptions (pp. 43--49)”, Ohio Journal of School Mathematics 83.
Rights: Lindsey Jakes
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