Teaching conceptions on mathematical error

Abstract

The conception of mathematical error is considered a fundamental didactic element for the identification and recognition of numerical competences in the student body. The present study consisted of an exploration of the conceptions that teachers who graduated from the Bachelor of Mathematics Teaching have about the mathematical error. The selection of these participants was enriching to the investigation for the fact that their teaching training has just finished, and their level is of specialization in the area; therefore, it was expected to discover their particular vision on the subject matter. The results obtained from the in-depth interviews conducted to five novice teachers suggests that there is apositive conception towards mathematical error on the part of the teachers, as they asses that their treatment of error can make a difference in how mathematics is perceived as a discipline, due to
the affectivity level it represents in the students. However, it is still necessary to dedicate more specialized efforts to the activity of identification  and treatment of mathematical errors in the student body. Thus, the need arises to further strengthen the area of didactics and pedagogy in teachers, so that they can take advantage of the maximum potential that errors have as learning
opportunities, contributing to making pedagogical and methodological decisions according with the needs of their students.