- Are all of these misconceptions directly addressed through explicit curriculum objectives, or is it luck as to whether they are addressed whilst doing algebra? i.e. Is there a specific lesson or sequence of lessons about the difference between (a+b)/a, and a/(a+b)?
- For each of the prompts, how exactly would you set up a pedagogical sequence to address and teach students the correct manipulations?
- Are there any other common misconceptions you can think of?
Additional common misconceptions: