University Presentation Showcase: Undergraduate Division
Addressing Counting Misconceptions in a Kindergarten Classroom
Presenter Hometown
Lexington, Kentucky
Major
Special Education
Department
Special Education
Degree
Undergraduate
Mentor
Mary Jo Krile
Mentor Department
Special Education
Recommended Citation
Hornback, Sarah, "Addressing Counting Misconceptions in a Kindergarten Classroom" (2022). University Presentation Showcase Event. 27.
https://encompass.eku.edu/swps/2022/undergraduate/27
Abstract
In many classrooms, teachers face the challenge of addressing misconceptions. A misconception is a view or opinion that is incorrect based on faulty thinking or understanding. A misconception can follow a student throughout their education experience. Therefore, confronting false information in kindergarten is at the up most importance. Kindergarten is the foundation of the public education system. Many students tend to have a hard time comprehending counting strategies. During this study, a counting probe was used to test fifteen students’ understanding of counting and sublimation. Results indicated that the skill of counting which had been previous indicated by the classroom teacher as mastered, majority of students had difficulty correctly answering the probe. Data revealed students decoded the probe with diverse approaches. Implications for practitioners and for future research are discussed.
Presentation format
Poster
Addressing Counting Misconceptions in a Kindergarten Classroom
In many classrooms, teachers face the challenge of addressing misconceptions. A misconception is a view or opinion that is incorrect based on faulty thinking or understanding. A misconception can follow a student throughout their education experience. Therefore, confronting false information in kindergarten is at the up most importance. Kindergarten is the foundation of the public education system. Many students tend to have a hard time comprehending counting strategies. During this study, a counting probe was used to test fifteen students’ understanding of counting and sublimation. Results indicated that the skill of counting which had been previous indicated by the classroom teacher as mastered, majority of students had difficulty correctly answering the probe. Data revealed students decoded the probe with diverse approaches. Implications for practitioners and for future research are discussed.
