Teaching conceptions on Mathematical Error

Abstract

DOI: https://doi.org/10.5377/dialogos.v1i25.15518

The conception of mathematical error is considered a fundamental didactic element for the identification and recognition of numerical skills in students. The present study consisted of an exploration of the conceptions that teachers who graduated from the Bachelor's degree in Mathematics Teaching have about error, which is enriching to the research due to their recently completed teacher training and their level of specialization in the area. . Under a qualitative approach, in-depth interviews were carried out with five graduates of the program to know their points of view on the topic. The results obtained indicate that there is a positive conception towards mathematical error on the part of the teacher, valuing that the way he treats the error can make a difference in how mathematics is perceived as a discipline, due to the level of affectivity that it represents in the student. However, more specialized efforts still need to be dedicated to the exercise of identifying and treating mathematical errors in students. The need arises to further strengthen the area of didactics and pedagogy in teachers, so that they can exploit the maximum potential that errors have as learning opportunities, contributing to the making of pedagogical and methodological decisions in accordance with the needs of the students.