From my own experience:

*explanation given by another student(s)

*work in small non-homogeneous groups 

*simple projects that help understanding of the concept

*activities in computer class-room (two students at a computer)

*didactic games

*small tests as positive motivation (possibility to get a point, no points lost for false answer) with very careful  formulation of questions - they should help to understand)

etc.

All mentioned forms need extra work of the teacher but the gain is great.

I think that one of the best things that an educational practitioner can do to aid students in the misconceptions that she/he has regarding Mathematics is to first figure out for the student how his learning is done. Helping the student to identify her learning intelliegence/style is the beginning for any practitioner in the ability to instruct the child so that:

1: the child can learn what is being instructed by the practitioner; and

2: the child can retain the knowledge that the practitioners' instruction has been given

I found a good resource to aid with that, (although having students take the developmentally appropriate questionaire version of the "Howard Gardener Learning Intelligences" is a greater foundation to start with), it is a free online text with specifics in Mathematics.

http://web.a.ebscohost.com.ezproxy.liberty.edu:2048/ehost/ebookviewer/ebook/bmxlYmtfXzEyNjg3NF9fQU41?sid=90fb298f-e08f-497f-90a3-cc8389a72c9f@sessionmgr4005&vid=0&format=EB&lpid=lp_215&rid=0

http://search.proquest.com.ezproxy.liberty.edu:2048/docview/1579360822?pq-origsite=summon

Another resource that I have located that may enable you a better perspective is:

Hope these help!

Concept Attainment strategy .

practice

analogies

using local available things and processes.

I think that play way method and real life images will be of help.

This book might be useful:

https://books.google.co.uk/books?id=Lvhj4mjOFLAC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

We have to use 'unlearning' strategies. The following articles might also be helpful:

https://www.sri.com/sites/default/files/publications/imports/MisconceptionsReconceived.pdf

http://anniemurphypaul.com/2013/04/from-the-brilliant-report-how-to-unlearn-mistaken-ideas/

https://books.google.com.ph/books?id=D-VxCgAAQBAJ&pg=PR13&lpg=PR13&dq=unlearning+mathematics+misconceptions&source=bl&ots=pliX4I_Um9&sig=9bksiP1wS7Yxlo6X-4vcml0CSn0&hl=en&sa=X&ved=0ahUKEwiR6dKaqdnLAhWBGKYKHQX2AeUQ6AEITjAI#v=onepage&q=unlearning%20mathematics%20misconceptions&f=false

http://www.criced.tsukuba.ac.jp/math/apec/apec2008/papers/PPT_PDF/3.PPT_Hiroshi_Nemoto_Japan.pdf

http://www.asa.mnscu.edu/facultydevelopment/resources/pod/Packet14/unlearningacriticalelement.htm

You people have some really beautiful answers over here!