Approaches to the typology of the common mistakes of younger schoolchildren in the development of mathematical concepts

Abstract

The review article examines the field of scientific research devoted to the analysis of errors in mathematics. The problem of mastering mathematical concepts by younger schoolchildren continues to be relevant in pedagogical psychology. Systematic work with students' mistakes is an important stage in the teacher's work. The review shows the significance of the analysis of mathematical errors. The importance of not only detecting systematic mistakes of students, but also the misconceptions about concepts behind them is substantiated. The reasons for the typology of errors are revealed in the context of a discussion about the relationship between conceptual and procedural knowledge. Various approaches to the typology of mathematical errors are described. The typology of errors based on the identification of error patterns, which has become widespread in research, is considered in detail. In this typology, three large groups of mathematical errors are distinguished: factual, procedural and conceptual. Examples of these errors are given on the material studied by younger schoolchildren.

Keywords

• teaching mathematics
• junior schoolchildren
• mathematical errors
• mathematical representations
• error analysis
• typology of errors