This is when I stop what we're doing, bust out the dry erase markers and show them WHY exponents do what they do. My hope is that I can jog their memories, but it rarely works. I always try this one out first to see just how much they remember from algebra 1. There are two parts to an exponent: the base the exponent or power At the beginning, we had an exponent 32 32. Exponents are made up of a base and exponent (or power) First, let's start with the parts of an exponent. "A negative exponent becomes positive in the denominator" 1 1 using negative exponents All I'm assuming is that you have an understanding of multiplication and division. ThePvalue is the probability that the test hypothesis is true for example, if a test of the null hypothesis gaveP. My students always seem to think at a zero exponent makes zero and a negative exponent makes a negative number. Common misinterpretations of single P values. power rule for integration on expressions with negative or fractional exponents. One of my very favorite math misconceptions has to do with zero and negative exponents. In my dissertation, I investigate the misconceptions students had. This sounds crazy, right? Maybe I secretly miss teaching algebra 1. And have you heard, "Just tell me the answer!"? We have too! What other misconceptions have you seen?įor me, one of the things I like best about teaching algebra 2 are the misconceptions that come up about algebra 1. The rule applies to all powers, including negative and fractional powers. We've seen everything from students thinking that they are bad at math to misreading the height of a triangle. The rules of exponents are often used incorrectly. What math misconceptions have you seen in your classroom? There seems to be a common thread with these misconceptions and the same ones also seem to come up over and over again.
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