messages
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[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a term in an ascending integer linear sequence, use the nth term rule to find its position in that sequence\nSubject: Linear Sequences (nth term)\nQuestion: Here are the first \\( 4 \\) terms of a sequence ![\\( \\begin{array}{lllll}11 & 15 & 19 & 23 & \\ldots\\end{array} \\)]() What position in the sequence is the number \\( 87 ? \\)\nIncorrect Answer: \\( 21.75 \\)\nCorrect Answer: \\( 20 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes you multiply the constant difference by the term number to get the term value |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the number of sides of a polygon identify the name\nSubject: Properties of Polygons\nQuestion: A ten sided polygon is also known as...\nIncorrect Answer: An octagon\nCorrect Answer: A decagon\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the naming structure of polygons |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the number of sides of a polygon identify the name\nSubject: Properties of Polygons\nQuestion: A ten sided polygon is also known as...\nIncorrect Answer: A hexagon\nCorrect Answer: A decagon\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the naming structure of polygons |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the number of sides of a polygon identify the name\nSubject: Properties of Polygons\nQuestion: A ten sided polygon is also known as...\nIncorrect Answer: A dodecagon\nCorrect Answer: A decagon\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the naming structure of polygons |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise and use the law of distributivity\nSubject: Mental Multiplication and Division\nQuestion: What word do we use to describe the relationship:\n\\(\n7 \\times 9=5 \\times 9+2 \\times 9\n\\)\nIncorrect Answer: Commutativity\nCorrect Answer: Distributivity\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise the distributive property |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise and use the law of distributivity\nSubject: Mental Multiplication and Division\nQuestion: What word do we use to describe the relationship:\n\\(\n7 \\times 9=5 \\times 9+2 \\times 9\n\\)\nIncorrect Answer: Factors\nCorrect Answer: Distributivity\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes splitting a multiplication using the distributive property is the same as splitting it into factors |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise and use the law of distributivity\nSubject: Mental Multiplication and Division\nQuestion: What word do we use to describe the relationship:\n\\(\n7 \\times 9=5 \\times 9+2 \\times 9\n\\)\nIncorrect Answer: Associativity\nCorrect Answer: Distributivity\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise the distributive property |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a quadratic expression in the form x² + bx + c\nSubject: Factorising into a Double Bracket\nQuestion: When \\( x^{2}+9 x+14 \\) is factorised, what will appear in the box below? ![Bracket (x+2) and a rectangular box beside it where the second bracket should be.]()\nIncorrect Answer: \\( (x+12) \\)\nCorrect Answer: \\( (x+7) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When factorising into double brackets, finds the sum of two values which give the non variable term in the expression rather than the product |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a quadratic expression in the form x² + bx + c\nSubject: Factorising into a Double Bracket\nQuestion: When \\( x^{2}+9 x+14 \\) is factorised, what will appear in the box below? ![Bracket (x+2) and a rectangular box beside it where the second bracket should be.]()\nIncorrect Answer: \\( (x-7) \\)\nCorrect Answer: \\( (x+7) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes multiplying a positive by a negative gives a positive answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert between kg and g\nSubject: Weight Units\nQuestion: A \\( 0.5 \\) kilogram weight has \\( 10 \\) grams shaved off it.\n\nWhat is the mass of the weight that remains?\nGive your answer in grams.\nIncorrect Answer: \\( 40 \\mathrm{~g} \\)\nCorrect Answer: \\( 490 \\mathrm{~g} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks there are 100g in a kilogram |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Divide a decimal by an integer\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.1 \\div 4= \\)\nIncorrect Answer: \\( 0.4 \\)\nCorrect Answer: \\( 0.025 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Multiplies rather than divides |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Divide a decimal by an integer\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.1 \\div 4= \\)\nIncorrect Answer: \\( 0.25 \\)\nCorrect Answer: \\( 0.025 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When dividing a decimal by a whole number, ignores decimal point and just divides the digits |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find the nth term rule for a descending integer linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: Here are the first three terms of a sequence ![\\( \\begin{array}{llll}98 & 92 & 86 & \\ldots\\end{array} \\)]() Find an expression for the nth term of this sequence.\nIncorrect Answer: \\( -6 n+92 \\)\nCorrect Answer: \\( -6 n+104 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that in the nth term of a descending sequence, b is the difference between the term and the positive multiple of n |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find the nth term rule for a descending integer linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: Here are the first three terms of a sequence ![\\( \\begin{array}{llll}98 & 92 & 86 & \\ldots\\end{array} \\)]() Find an expression for the nth term of this sequence.\nIncorrect Answer: \\( -6 n \\)\nCorrect Answer: \\( -6 n+104 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks terms in linear sequence are in direct proportion |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Find the nth term rule for a descending integer linear sequence\nSubject: Linear Sequences (nth term)\nQuestion: Here are the first three terms of a sequence ![\\( \\begin{array}{llll}98 & 92 & 86 & \\ldots\\end{array} \\)]() Find an expression for the nth term of this sequence.\nIncorrect Answer: \\( 6 n+92 \\)\nCorrect Answer: \\( -6 n+104 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the nth term of a descending sequence will have a positive coefficient of n |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the volume of a sphere, work out missing information\nSubject: Volume of Non-Prisms\nQuestion: A sphere has a volume of\n\\[\nV \\mathrm{~cm}^{3} \\text {. }\n\\] ![A sphere with the radius labelled '?']() What is its radius?\nIncorrect Answer: \\( \\sqrt[3]{\\frac{4 V \\pi}{3}} \\mathrm{~cm} \\)\nCorrect Answer: \\( \\sqrt[3]{\\frac{3 V}{4 \\pi}} \\mathrm{cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When solving an equation, uses the same operation rather than the inverse. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the volume of a sphere, work out missing information\nSubject: Volume of Non-Prisms\nQuestion: A sphere has a volume of\n\\[\nV \\mathrm{~cm}^{3} \\text {. }\n\\] ![A sphere with the radius labelled '?']() What is its radius?\nIncorrect Answer: \\( \\sqrt[3]{\\frac{4 V}{3 \\pi}} \\mathrm{cm} \\)\nCorrect Answer: \\( \\sqrt[3]{\\frac{3 V}{4 \\pi}} \\mathrm{cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When dividing by a fraction, switches to multiplication without also using the reciprocal |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the volume of a sphere, work out missing information\nSubject: Volume of Non-Prisms\nQuestion: A sphere has a volume of\n\\[\nV \\mathrm{~cm}^{3} \\text {. }\n\\] ![A sphere with the radius labelled '?']() What is its radius?\nIncorrect Answer: \\( \\frac{3 \\sqrt[3]{V}}{4 \\pi} \\mathrm{cm} \\)\nCorrect Answer: \\( \\sqrt[3]{\\frac{3 V}{4 \\pi}} \\mathrm{cm} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not reverse the order of operations when solving an equation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear equations with the variable appearing on both sides, with all positive integers\nSubject: Linear Equations\nQuestion: Alisha is using cups and counters to help her solve an equation. Which would be the correct start to work it out? ![Three diagrams of equations shown with cups and counters. \nStep 1 is one cup plus four counters equals two cups and two counters.\nStep 2 is four counters equals one cup plus two counters.\nStep 3 is two counters equals one cup.]()\nIncorrect Answer: \\( 3 x=6 \\)\nCorrect Answer: \\( \\begin{array}{c}x+4=2 x+2 \\\\ x=2\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When solving an equation, uses the same operation rather than the inverse. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear equations with the variable appearing on both sides, with all positive integers\nSubject: Linear Equations\nQuestion: Alisha is using cups and counters to help her solve an equation. Which would be the correct start to work it out? ![Three diagrams of equations shown with cups and counters. \nStep 1 is one cup plus four counters equals two cups and two counters.\nStep 2 is four counters equals one cup plus two counters.\nStep 3 is two counters equals one cup.]()\nIncorrect Answer: \\( \\begin{array}{c}x+4=2 x+2 \\\\ 3 x=6\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{c}x+4=2 x+2 \\\\ x=2\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When solving an equation, uses the same operation rather than the inverse. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Solve linear simultaneous equations requiring no scaling of expressions\nSubject: Simultaneous Equations\nQuestion: Which of the following pairs of simultaneous equations would have no solutions?\n\\begin{array}{ccc} \nPair \\( 1 \\) & Pair \\( 2 \\) \\\\\n\\( 2 y-2 x=7 \\) & & \\( 2 x+2 y=7 \\) \\\\\n\\( 2 x-2 y=7 \\) & & \\( 2 x-2 y=7 \\)\n\\end{array}\nIncorrect Answer: Both Pair \\( 1 \\) and Pair \\( 2 \\)\nCorrect Answer: Only Pair \\( 1 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes 0 is not a real solution to an equation |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply proper fractions in the form: Fraction × Fraction\nSubject: Multiplying Fractions\nQuestion: \\( \\frac{6}{7} \\times \\frac{2}{3}=? \\)\nIncorrect Answer: \\( \\frac{9}{7} \\)\nCorrect Answer: \\( \\frac{4}{7} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Uses dividing fractions method for multiplying fractions |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply proper fractions in the form: Fraction × Fraction\nSubject: Multiplying Fractions\nQuestion: \\( \\frac{6}{7} \\times \\frac{2}{3}=? \\)\nIncorrect Answer: \\( \\frac{8}{21} \\)\nCorrect Answer: \\( \\frac{4}{7} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When multiplying fractions, adds the numerators and multiplies the denominators |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Substitute positive non-integer values into expressions involving powers or roots\nSubject: Plotting Quadratics from Tables of Values\nQuestion: Jo and Paul are discussing quadratic equations.\n\nJo says there is no value of \\( x \\) that can make \\( (1-x)^{2} \\) negative.\n\nPaul says there is no value of \\( x \\) that can make \\( 1-x^{2} \\) positive.\nWho is correct?\nIncorrect Answer: Both Jo and Paul\nCorrect Answer: Only\nJo\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Assumes a fact without considering enough examples |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Substitute positive non-integer values into expressions involving powers or roots\nSubject: Plotting Quadratics from Tables of Values\nQuestion: Jo and Paul are discussing quadratic equations.\n\nJo says there is no value of \\( x \\) that can make \\( (1-x)^{2} \\) negative.\n\nPaul says there is no value of \\( x \\) that can make \\( 1-x^{2} \\) positive.\nWho is correct?\nIncorrect Answer: Neither is correct\nCorrect Answer: Only\nJo\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the square of a negative will also be negative |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a single bracket containing a non-linear expression by taking out a single algebraic common factor (e.g. a)\nSubject: Factorising into a Single Bracket\nQuestion: What should replace the circle when this expression is fully factorised? \\( 9 y^{2}+4 y \\equiv \\bigstar(\\triangle y+\\bigcirc) \\)\nIncorrect Answer: \\( \\bigcirc=4 y \\)\nCorrect Answer: \\( \\bigcirc=4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When factorising into single brackets, only factors out the numerical values and forgets to factorise possible variables |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret continuous data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: ![Graph titled height of rocket with Height in metres versus time in seconds]() How many metres did the rocket travel between \\( 10 \\) and \\( 40 \\) seconds?\nIncorrect Answer: \\( 60 \\)\nCorrect Answer: \\( 40 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes that addition should be used when finding the difference between two values on a time series graph |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret continuous data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: ![Graph titled height of rocket with Height in metres versus time in seconds]() How many metres did the rocket travel between \\( 10 \\) and \\( 40 \\) seconds?\nIncorrect Answer: \\( 50 \\)\nCorrect Answer: \\( 40 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When finding the difference between two points on a time series graph, only uses one of the points. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Interpret continuous data using a line graph\nSubject: Time Series and Line Graphs\nQuestion: ![Graph titled height of rocket with Height in metres versus time in seconds]() How many metres did the rocket travel between \\( 10 \\) and \\( 40 \\) seconds?\nIncorrect Answer: \\( 30 \\)\nCorrect Answer: \\( 40 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When finding the difference between two points on a time series graph, only uses one of the points. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a quadratic expression in the form ax² - c\nSubject: Difference of Two Squares\nQuestion: Which of the following answers shows a correct factorisation of the expression below? \\( 2 x^{2}-50 \\)\nIncorrect Answer: \\( 2\\left(x^{2}-25\\right) \\)\nCorrect Answer: \\( 2(x-5)(x+5) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise difference of two squares |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Factorise a quadratic expression in the form ax² - c\nSubject: Difference of Two Squares\nQuestion: Which of the following answers shows a correct factorisation of the expression below? \\( 2 x^{2}-50 \\)\nIncorrect Answer: \\( 2(x-5)(x-5) \\)\nCorrect Answer: \\( 2(x-5)(x+5) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Factorises difference of two squares with the same sign in both brackets |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Carry out subtraction problems involving two negative integers \nSubject: Adding and Subtracting Negative Numbers\nQuestion: \\( (-6)-(-8)= \\)\nIncorrect Answer: \\( 14 \\)\nCorrect Answer: \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Ignores the negative signs when adding positive and negative numbers |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Carry out subtraction problems involving two negative integers \nSubject: Adding and Subtracting Negative Numbers\nQuestion: \\( (-6)-(-8)= \\)\nIncorrect Answer: \\( -14 \\)\nCorrect Answer: \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When subtracting a negative number, subtracts the absolute value rather than adding it |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Carry out subtraction problems involving two negative integers \nSubject: Adding and Subtracting Negative Numbers\nQuestion: \\( (-6)-(-8)= \\)\nIncorrect Answer: \\( -2 \\)\nCorrect Answer: \\( 2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When subtracting a negative thinks the answer must be negative |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Express one quantity as a percentage of another mentally\nSubject: Percentages of an Amount\nQuestion: I increase \\( £ 200 \\) by \\( 50 \\% \\).\nThen, I increase the new amount by \\( 10 \\% \\).\nWhat percentage of the original amount do I have now?\nIncorrect Answer: \\( 155 \\% \\)\nCorrect Answer: \\( 165 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | In repeated percentage change, believes the second change is only a percentage of the first change, without including the original |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise cube numbers\nSubject: Squares, Cubes, etc\nQuestion: Which of these is a cube number?\nIncorrect Answer: \\( 15 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks numbers are a multiple of their index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise cube numbers\nSubject: Squares, Cubes, etc\nQuestion: Which of these is a cube number?\nIncorrect Answer: \\( 100 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up square numbers and cube numbers |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise cube numbers\nSubject: Squares, Cubes, etc\nQuestion: Which of these is a cube number?\nIncorrect Answer: \\( 3 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks numbers are a multiple of their index |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify and count the faces, vertices and edges of a 3D shape\nSubject: Properties of Triangles\nQuestion: ![An orange cube]() How many faces does this cube have?\nIncorrect Answer: \\( 12 \\)\nCorrect Answer: \\( 6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the terms faces and edges |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify and count the faces, vertices and edges of a 3D shape\nSubject: Properties of Triangles\nQuestion: ![An orange cube]() How many faces does this cube have?\nIncorrect Answer: \\( 8 \\)\nCorrect Answer: \\( 6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses the terms faces and vertices |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: For a given output find the input of a function machine\nSubject: Other Sequences\nQuestion: ![Two arrows in a line, both pointing right. The first one has '- 3' in it, the second one has 'x 5' in it. ]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 35 \\), what is the first term?\nIncorrect Answer: \\( 10 \\)\nCorrect Answer: \\( 5 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When asked for a specific term in a sequence gives the term after |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: For a given output find the input of a function machine\nSubject: Other Sequences\nQuestion: ![Two arrows in a line, both pointing right. The first one has '- 3' in it, the second one has 'x 5' in it. ]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 35 \\), what is the first term?\nIncorrect Answer: \\( -10 \\)\nCorrect Answer: \\( 5 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the definition of term or term-to-term rule |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: For a given output find the input of a function machine\nSubject: Other Sequences\nQuestion: ![Two arrows in a line, both pointing right. The first one has '- 3' in it, the second one has 'x 5' in it. ]() The rule above is used to generate a term-to-term sequence.\nIf the third term is \\( 35 \\), what is the first term?\nIncorrect Answer: \\( 1 \\)\nCorrect Answer: \\( 5 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks the first term of a sequence must be 1 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert fractions to percentages containing 1 decimal place\nSubject: Converting between Fractions and Percentages\nQuestion: Convert this fraction to a percentage\n\\(\n\\frac{27}{200}\n\\)\nIncorrect Answer: \\( 27 \\% \\)\nCorrect Answer: \\( 13.5 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand a percentage is out of 100 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert fractions to percentages containing 1 decimal place\nSubject: Converting between Fractions and Percentages\nQuestion: Convert this fraction to a percentage\n\\(\n\\frac{27}{200}\n\\)\nIncorrect Answer: \\( 54 \\% \\)\nCorrect Answer: \\( 13.5 \\% \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand a percentage is out of 100 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert from days to seconds\nSubject: Time\nQuestion: Which of the following would correctly calculate the number of seconds in \\( 1 \\) day?\nIncorrect Answer: \\( 24 \\times 60 \\)\nCorrect Answer: \\( 24 \\times 60 \\times 60 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Converted hours to minutes instead of hours to seconds |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Convert from days to seconds\nSubject: Time\nQuestion: Which of the following would correctly calculate the number of seconds in \\( 1 \\) day?\nIncorrect Answer: \\( 12 \\times 60 \\times 60 \\)\nCorrect Answer: \\( 24 \\times 60 \\times 60 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks there are 12 hours in 1 day |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round numbers greater than 1 to three or more significant figures\nSubject: Rounding to Significant Figures\nQuestion: What is \\( \\mathbf{2 . 5 0 6 7 1 0} \\) rounded to three significant figures?\nIncorrect Answer: \\( 2.507 \\)\nCorrect Answer: \\( 2.51 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the value of zeros as placeholders |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round numbers greater than 1 to three or more significant figures\nSubject: Rounding to Significant Figures\nQuestion: What is \\( \\mathbf{2 . 5 0 6 7 1 0} \\) rounded to three significant figures?\nIncorrect Answer: \\( 2.50 \\)\nCorrect Answer: \\( 2.51 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds down instead of up |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Round numbers greater than 1 to three or more significant figures\nSubject: Rounding to Significant Figures\nQuestion: What is \\( \\mathbf{2 . 5 0 6 7 1 0} \\) rounded to three significant figures?\nIncorrect Answer: \\( 3.00 \\)\nCorrect Answer: \\( 2.51 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds to the wrong degree of accuracy (rounds too much) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the sector angle on a pie chart for a given group\nSubject: Pie Chart\nQuestion: A diver wants to make a pie chart of his trip. \\begin{tabular}{|c|c|c|}\n\\hline & Frequency & Degrees \\\\\n\\hline Manta Ray & \\( 16 \\) & \\( 180 \\) \\\\\n\\hline Hammerhead & \\( 4 \\) & \\( 45 \\) \\\\\n\\hline Conger Eel & \\( 12 \\) & \\( \\mathrm{~F} \\) \\\\\n\\hline\n\\end{tabular} Which one of these is a correct method for finding F?\nIncorrect Answer: \\( 360-180+45 \\)\nCorrect Answer: \\( 360-180-45 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not include brackets when required |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the sector angle on a pie chart for a given group\nSubject: Pie Chart\nQuestion: A diver wants to make a pie chart of his trip. \\begin{tabular}{|c|c|c|}\n\\hline & Frequency & Degrees \\\\\n\\hline Manta Ray & \\( 16 \\) & \\( 180 \\) \\\\\n\\hline Hammerhead & \\( 4 \\) & \\( 45 \\) \\\\\n\\hline Conger Eel & \\( 12 \\) & \\( \\mathrm{~F} \\) \\\\\n\\hline\n\\end{tabular} Which one of these is a correct method for finding F?\nIncorrect Answer: \\( \\frac{12}{20} \\times 360 \\)\nCorrect Answer: \\( 360-180-45 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes to find the proportion of a pie chart sector you do frequency/sum of other frequencies rather than frequency/overall total |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the sector angle on a pie chart for a given group\nSubject: Pie Chart\nQuestion: A diver wants to make a pie chart of his trip. \\begin{tabular}{|c|c|c|}\n\\hline & Frequency & Degrees \\\\\n\\hline Manta Ray & \\( 16 \\) & \\( 180 \\) \\\\\n\\hline Hammerhead & \\( 4 \\) & \\( 45 \\) \\\\\n\\hline Conger Eel & \\( 12 \\) & \\( \\mathrm{~F} \\) \\\\\n\\hline\n\\end{tabular} Which one of these is a correct method for finding F?\nIncorrect Answer: \\( \\frac{360}{32} \\)\nCorrect Answer: \\( 360-180-45 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Finds the degrees for 1 person rather than the required number of people for a pie chart sector |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe the properties of an isosceles triangle\nSubject: Properties of Triangles\nQuestion: An isosceles triangle must have ...\nIncorrect Answer: no equal side lengths.\nCorrect Answer: two sides of equal length and two equal angles.\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses isosceles and scalene triangles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe the properties of an isosceles triangle\nSubject: Properties of Triangles\nQuestion: An isosceles triangle must have ...\nIncorrect Answer: one pair of parallel sides.\nCorrect Answer: two sides of equal length and two equal angles.\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of the word parallel |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Describe the properties of an isosceles triangle\nSubject: Properties of Triangles\nQuestion: An isosceles triangle must have ...\nIncorrect Answer: three equal angles.\nCorrect Answer: two sides of equal length and two equal angles.\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses isosceles and equilateral triangles |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a horizontal line with the line of reflection drawn, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 7, y-axis from -2 to 8. Three points are plotted and joined to make a triangle: (2, 4), (4, 4), (2, 7). Point (2, 4) is labelled with the letter \"P\". The line y=4 is shown with a blue dashed line.]()\nIncorrect Answer: \\( (2,3) \\)\nCorrect Answer: \\( (2,4) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that a point on the line of reflection will stay the same when reflected |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a horizontal line with the line of reflection drawn, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 7, y-axis from -2 to 8. Three points are plotted and joined to make a triangle: (2, 4), (4, 4), (2, 7). Point (2, 4) is labelled with the letter \"P\". The line y=4 is shown with a blue dashed line.]()\nIncorrect Answer: \\( (2,2) \\)\nCorrect Answer: \\( (2,4) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand that a point on the line of reflection will stay the same when reflected |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Reflect an object or a point in a horizontal line with the line of reflection drawn, where the line of reflection lies on the edge or outside the object\nSubject: Reflection\nQuestion: The triangle is reflected in the dashed line.\nWhat are the new coordinates of point \\( P \\) ? ![A set of axes: x-axis from -1 to 7, y-axis from -2 to 8. Three points are plotted and joined to make a triangle: (2, 4), (4, 4), (2, 7). Point (2, 4) is labelled with the letter \"P\". The line y=4 is shown with a blue dashed line.]()\nIncorrect Answer: \\( (2,-4) \\)\nCorrect Answer: \\( (2,4) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Reflects in an axis, instead of the given mirror line |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a positive y value, find an x value in a table of values for lines in the form y = mx + c\nSubject: Plotting Lines from Tables of Values\nQuestion: This is a part of the table of values for the equation\n\\[\ny=6 x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: \\( -6 \\)\nCorrect Answer: \\( 0 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks the inverse of subtraction is multiplication |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a positive y value, find an x value in a table of values for lines in the form y = mx + c\nSubject: Plotting Lines from Tables of Values\nQuestion: This is a part of the table of values for the equation\n\\[\ny=6 x\n\\] \\begin{tabular}{|l|l|}\n\\hline\\( x \\) & \\(\\bigstar\\) \\\\\n\\hline\\( y \\) & \\( 0 \\) \\\\\n\\hline\n\\end{tabular} What should replace the star?\nIncorrect Answer: There is no possible solution\nCorrect Answer: \\( 0 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Doesn't believe that when you divide by 0 the answer will always be 0 |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a midpoint and a coordinate work out the position of the other coordinate, where at least one value is negative and at least one is a non-integer\nSubject: Midpoint Between Two Co-ordinates\nQuestion: Here are two points and their midpoint.\nWhat should replace the triangle? ![The image is a set of axes with three points marked. One point is (1,7). The midpoint is (-1, 0.5). The third point is given as (star, triangle), so the triangle is the y value of the point.]()\nIncorrect Answer: \\( \\Delta=-7 \\)\nCorrect Answer: \\( \\Delta=-6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Given a line segment with a midpoint that is not the origin, assumes that the two end points will still have the same absolute value |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given a midpoint and a coordinate work out the position of the other coordinate, where at least one value is negative and at least one is a non-integer\nSubject: Midpoint Between Two Co-ordinates\nQuestion: Here are two points and their midpoint.\nWhat should replace the triangle? ![The image is a set of axes with three points marked. One point is (1,7). The midpoint is (-1, 0.5). The third point is given as (star, triangle), so the triangle is the y value of the point.]()\nIncorrect Answer: \\( \\Delta=-6.5 \\)\nCorrect Answer: \\( \\Delta=-6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes midpoint calculation is just half of the difference |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Expand products of three binomials in the form (x + a)(x + b)(x + c)\nSubject: Expanding Triple Brackets and more\nQuestion: Ori is expanding these three brackets:\n\\(\n(x+2)(x-4)(x-7)\n\\)\n\nHe finds it helpful to split the first bracket and view the problem as follows:\n\\(\nx(x-4)(x-7)+2(x-4)(x-7)\n\\)\n\nHe expands the brackets further. Before he simplifies, what are the terms than contain an \\( x^{2} \\) ?\nIncorrect Answer: \\( \\begin{array}{l}+7 x^{2} \\\\ +4 x^{2} \\\\ +2 x^{2}\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}-7 x^{2} \\\\ -4 x^{2} \\\\ +2 x^{2}\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Ignores negative sign when expanding bracket |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify that a problem needs to be solved using multiplication\nSubject: Mental Multiplication and Division\nQuestion: Which of the following calculations would solve this problem?\nFred is monitoring the growth of his plant. The plant grew \\( 7 \\mathrm{~cm} \\) every week for \\( 35 \\) weeks.\nBy how much did the plant grow in total?\nIncorrect Answer: \\( 35 \\div 7 \\)\nCorrect Answer: \\( 35 \\times 7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Divides rather than multiplies when answering worded problems |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify that a problem needs to be solved using multiplication\nSubject: Mental Multiplication and Division\nQuestion: Which of the following calculations would solve this problem?\nFred is monitoring the growth of his plant. The plant grew \\( 7 \\mathrm{~cm} \\) every week for \\( 35 \\) weeks.\nBy how much did the plant grow in total?\nIncorrect Answer: \\( 35-7 \\)\nCorrect Answer: \\( 35 \\times 7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Subtracts rather than multiplies when answering worded problems |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify that a problem needs to be solved using multiplication\nSubject: Mental Multiplication and Division\nQuestion: Which of the following calculations would solve this problem?\nFred is monitoring the growth of his plant. The plant grew \\( 7 \\mathrm{~cm} \\) every week for \\( 35 \\) weeks.\nBy how much did the plant grow in total?\nIncorrect Answer: \\( 35+7 \\)\nCorrect Answer: \\( 35 \\times 7 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds rather than multiplies when asked for a total |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Divide proper fractions in the form: Fraction ÷ Integer\nSubject: Dividing Fractions\nQuestion: What fraction replaces the question mark? ![A bar split into 5 equal parts, with two shaded. One of the shaded parts is labelled with a question mark.]()\nIncorrect Answer: \\( \\frac{1}{2} \\)\nCorrect Answer: \\( \\frac{1}{5} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Identifies the wrong part of a fraction model as the whole |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Answer decimal problems that require the use of BIDMAS\nSubject: BIDMAS\nQuestion: Which calculation should you do first?\n\\(\n((0.5 \\div(0.2+0.4)-0.3) \\times 0.6)\n\\)\nIncorrect Answer: \\( 0.5 \\div 0.2 \\)\nCorrect Answer: \\( 0.2+0.4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Carries out operations from left to right regardless of priority order |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Answer decimal problems that require the use of BIDMAS\nSubject: BIDMAS\nQuestion: Which calculation should you do first?\n\\(\n((0.5 \\div(0.2+0.4)-0.3) \\times 0.6)\n\\)\nIncorrect Answer: \\( 0.3 \\times 0.6 \\)\nCorrect Answer: \\( 0.2+0.4 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Carries out operations from right to left regardless of priority order |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Insert brackets to make a calculation correct\nSubject: BIDMAS\nQuestion: \\[\n12 \\times 6-1+2\n\\]\nWhere do the brackets need to go to make the answer equal \\( 36 \\) ?\nIncorrect Answer: \\( 12 \\times 6-(1+2) \\)\nCorrect Answer: \\( 12 \\times(6-(1+2)) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Performs subtraction in wrong order |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Insert brackets to make a calculation correct\nSubject: BIDMAS\nQuestion: \\[\n12 \\times 6-1+2\n\\]\nWhere do the brackets need to go to make the answer equal \\( 36 \\) ?\nIncorrect Answer: \\( 12 \\times(6-1+2) \\)\nCorrect Answer: \\( 12 \\times(6-(1+2)) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Applies BIDMAS in strict order (does not realize addition and subtraction, and multiplication and division, are of equal priority) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Insert brackets to make a calculation correct\nSubject: BIDMAS\nQuestion: \\[\n12 \\times 6-1+2\n\\]\nWhere do the brackets need to go to make the answer equal \\( 36 \\) ?\nIncorrect Answer: Does not need brackets\nCorrect Answer: \\( 12 \\times(6-(1+2)) \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Carries out operations from right to left regardless of priority order |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the probability of three or more dependent events occurring without drawing a tree diagram\nSubject: Tree Diagrams with Dependent Events\nQuestion: There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?\nIncorrect Answer: \\( 7 \\)\nCorrect Answer: \\( 210 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds rather than multiplies for combined probabilities |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the probability of three or more dependent events occurring without drawing a tree diagram\nSubject: Tree Diagrams with Dependent Events\nQuestion: There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?\nIncorrect Answer: \\( 343 \\)\nCorrect Answer: \\( 210 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not recognise that choosing 2 items at once means the first item does not get replaced in a probability question |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Calculate the probability of three or more dependent events occurring without drawing a tree diagram\nSubject: Tree Diagrams with Dependent Events\nQuestion: There are \\( 4 \\) red balls and \\( 3 \\) yellow balls in a cup ![A cup with 4 red and 3 yellow balls in it. All of the balls are the same size.]() Kate picks out three balls at the same time.\n\nShe wants to work out the probability all the balls are red.\n\nWhat is the denominator of the final unsimplified answer?\nIncorrect Answer: \\( 18 \\)\nCorrect Answer: \\( 210 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds rather than multiplies for combined probabilities |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: For a given algebraic input, find the output of a function machine\nSubject: Function Machines\nQuestion: Which of the following pairs of function machines are correct?\nIncorrect Answer: \\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow \\times 3\\rightarrow+4\\rightarrow3(4+a)\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not follow the arrows through a function machine, changes the order of the operations asked. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: For a given algebraic input, find the output of a function machine\nSubject: Function Machines\nQuestion: Which of the following pairs of function machines are correct?\nIncorrect Answer: \\( \\begin{array}{l}a\\rightarrow+4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a \\rightarrow\\times 3\\rightarrow+4\\rightarrow-3(4+a)\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not follow the arrows through a function machine, changes the order of the operations asked. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: For a given algebraic input, find the output of a function machine\nSubject: Function Machines\nQuestion: Which of the following pairs of function machines are correct?\nIncorrect Answer: \\( \\begin{array}{l}a\\rightarrow4 \\rightarrow\\times 3\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)\nCorrect Answer: \\( \\begin{array}{l}a\\rightarrow\\times 3\\rightarrow+4\\rightarrow4+3 a \\\\ a\\rightarrow+4\\rightarrow\\times 3\\rightarrow3(4+a)\\end{array} \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not follow the arrows through a function machine, changes the order of the operations asked. |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify common multiples of three or more numbers\nSubject: Multiples and Lowest Common Multiple\nQuestion: Which of the following numbers is a common multiple of \\( 4,6 \\) and \\( 12 \\) ?\nIncorrect Answer: \\( 2 \\)\nCorrect Answer: \\( 12 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Confuses factors and multiples |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify common multiples of three or more numbers\nSubject: Multiples and Lowest Common Multiple\nQuestion: Which of the following numbers is a common multiple of \\( 4,6 \\) and \\( 12 \\) ?\nIncorrect Answer: \\( 18 \\)\nCorrect Answer: \\( 12 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Identifies a common multiple of two numbers when asked to consider a common multiple of three numbers |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify common multiples of three or more numbers\nSubject: Multiples and Lowest Common Multiple\nQuestion: Which of the following numbers is a common multiple of \\( 4,6 \\) and \\( 12 \\) ?\nIncorrect Answer: \\( 20 \\)\nCorrect Answer: \\( 12 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Identifies a multiple of a number but not a common multiple of a group of numbers |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Carry out missing number subtraction problems involving negative integers\nSubject: Multiplying and Dividing Negative Numbers\nQuestion: \\( \\fbox{-5} \\) x\\( \\hspace{0.2cm} \\fbox{4} = \\hspace{0.2cm} \\fbox{-12} - \\hspace{0.2cm}\\fbox{ ? } \\)\nIncorrect Answer: \\( -8 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | When subtracting a negative number, subtracts the absolute value rather than adding it |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Carry out missing number subtraction problems involving negative integers\nSubject: Multiplying and Dividing Negative Numbers\nQuestion: \\( \\fbox{-5} \\) x\\( \\hspace{0.2cm} \\fbox{4} = \\hspace{0.2cm} \\fbox{-12} - \\hspace{0.2cm}\\fbox{ ? } \\)\nIncorrect Answer: \\( -32 \\)\nCorrect Answer: \\( 8 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes multiplying a positive by a negative gives a positive answer |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiplication, division and power law of indices with positive integer powers\nSubject: Laws of Indices\nQuestion: \\(\\frac{\\left(5^{6}\\right)^{4}}{5^{2}} \\equiv 5^{n}\\)\n\nWhat is the value of \\( n \\) ?\nIncorrect Answer: \\( 8 \\)\nCorrect Answer: \\( 22 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Thinks a power raised to a power leads to addition of the powers |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiplication, division and power law of indices with positive integer powers\nSubject: Laws of Indices\nQuestion: \\(\\frac{\\left(5^{6}\\right)^{4}}{5^{2}} \\equiv 5^{n}\\)\n\nWhat is the value of \\( n \\) ?\nIncorrect Answer: \\( 12 \\)\nCorrect Answer: \\( 22 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes when dividing numbers with the same base you divide the powers, rather than subtracting |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Select the correct answer to an iteration question to the required degree of accuracy\nSubject: Trial and Improvement and Iterative Methods\nQuestion: \\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the solution to \\( x=10-\\frac{1}{x} \\) to \\( 2 \\) decimal places?\nIncorrect Answer: \\( 9.8989 \\ldots \\)\nCorrect Answer: \\( 9.90 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds to the wrong degree of accuracy (rounds too little) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Select the correct answer to an iteration question to the required degree of accuracy\nSubject: Trial and Improvement and Iterative Methods\nQuestion: \\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the solution to \\( x=10-\\frac{1}{x} \\) to \\( 2 \\) decimal places?\nIncorrect Answer: \\( 9.75 \\)\nCorrect Answer: \\( 9.90 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes substituting the starting value into an iteration formula immediately gives the solution |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Select the correct answer to an iteration question to the required degree of accuracy\nSubject: Trial and Improvement and Iterative Methods\nQuestion: \\(\nx_{n+1}=10-\\frac{1}{x_{n}}\n\\)\n\nUsing a starting value of \\( x_{1}=4 \\), what is the solution to \\( x=10-\\frac{1}{x} \\) to \\( 2 \\) decimal places?\nIncorrect Answer: \\( 9.9 \\)\nCorrect Answer: \\( 9.90 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Rounds to the wrong degree of accuracy (significant figures rather than decimal places) |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Identify factors of a number\nSubject: Factors and Highest Common Factor\nQuestion: \\begin{tabular}{|c|c|c|}\n & Multiple of \\( 4 \\) & Not a multiple of \\( 4 \\) \\\\\n\\hline Factor of \\( 60 \\) & A & B \\\\\n\\hline Not a factor of \\( 60 \\) & C & D \\\\\n\\hline\n\\end{tabular} In which box should you place \\( \\mathbf{3 0} \\) ?\nIncorrect Answer: D\nCorrect Answer: B\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand the term factor |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Form expressions from situations described in words\nSubject: Algebraic Proof\nQuestion: Which of these always produces consecutive numbers if \\( n \\) is a positive integer?\nIncorrect Answer: \\( n, 2 n, 3 n \\)\nCorrect Answer: \\( n, n+1, n+2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of consecutive |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Form expressions from situations described in words\nSubject: Algebraic Proof\nQuestion: Which of these always produces consecutive numbers if \\( n \\) is a positive integer?\nIncorrect Answer: \\( 3 n, 2 n, n \\)\nCorrect Answer: \\( n, n+1, n+2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of consecutive |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Form expressions from situations described in words\nSubject: Algebraic Proof\nQuestion: Which of these always produces consecutive numbers if \\( n \\) is a positive integer?\nIncorrect Answer: \\( n, n+2, n+4 \\)\nCorrect Answer: \\( n, n+1, n+2 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not know the meaning of consecutive |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise square roots\nSubject: Square Roots, Cube Roots, etc\nQuestion: Which of the following is the square root of \\( 36 \\) ?\nIncorrect Answer: \\( 18 \\)\nCorrect Answer: \\( 6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Halves when asked to find the square root |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise square roots\nSubject: Square Roots, Cube Roots, etc\nQuestion: Which of the following is the square root of \\( 36 \\) ?\nIncorrect Answer: \\( 1296 \\)\nCorrect Answer: \\( 6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Squares when asked to find the square root |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Recognise square roots\nSubject: Square Roots, Cube Roots, etc\nQuestion: Which of the following is the square root of \\( 36 \\) ?\nIncorrect Answer: \\( 72 \\)\nCorrect Answer: \\( 6 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Mixes up square rooting and multiplying by 2 or doubling |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply two decimals together with a different number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.32 \\times 0.8= \\)\nIncorrect Answer: \\( 0.4 \\)\nCorrect Answer: \\( 0.256 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Adds instead of multiplies |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply two decimals together with a different number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.32 \\times 0.8= \\)\nIncorrect Answer: \\( 0.0256 \\)\nCorrect Answer: \\( 0.256 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand place value within a number |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Multiply two decimals together with a different number of decimal places\nSubject: Multiplying and Dividing with Decimals\nQuestion: \\( 0.32 \\times 0.8= \\)\nIncorrect Answer: \\( 2.56 \\)\nCorrect Answer: \\( 0.256 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Does not understand place value within a number |
[
{
"content": "You are an assistant trying to identify the misconception that led a student to the incorrect answer instead of the correct one on a specific context",
"role": "system"
},
{
"content": "\nConstruct: Given the sector angle on a pie chart, calculate the frequency of a group\nSubject: Pie Chart\nQuestion: The pie chart shows the favourite subjects of children at a school.\n\nIf \\( 12 \\) students chose Science, how many chose French? ![A pie chart split into four parts, labelled with school subjects. The part for Mathematics is 144 degrees, Science is 36 degrees, English is 72 degrees and French is 108 degrees.]()\nIncorrect Answer: \\( 108 \\)\nCorrect Answer: \\( 36 \\)\n \n Identify the general misconception that led to the incorrect answer. Avoid using question-specific details such as exact numbers or variables. Focus on the overall reasoning error. Answer with a simple and concise sentence",
"role": "user"
}
] | Believes the angle in a pie chart sector is equal to the frequency |
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