Psychological and Pedagogical Methods of Working on the Mistakes of Younger Schoolchildren in the Development of Mathematical Concepts

Abstract

<p>The article continues a series of publications devoted to the methodology being developed for the development of students’ initial ideas to scientific concepts. The reasons for the mistakes made by younger schoolchildren when mastering mathematical concepts are considered. Examples of children’s mistakes are shown on the material of the topic “Subtraction”, their types are highlighted. The techniques of working on errors in the development of mathematical concepts are described. A method of organizing developmental assessment aimed at analyzing errors from the point of view of students’ misconceptions behind them is presented in detail. The stages of collecting error data, determining their type and causes, and eliminating error patterns are highlighted. Attention is paid to errors associated with a lack of reading skills. Recommendations are given on the organization of quasi-research activities and polylogue in elementary school math lessons, their mutual relationship is revealed. There are deficiencies in the skills of primary school teachers to organize an educational discussion and work with children’s hypotheses. The example of the topic “Subtraction with a transition through a digit” shows a way to create a problem situation and use numerical models. The prospects for the organization of quasi-research and polylogue in this lesson are outlined.</p>

The effect of a Schema-based method on correcting persistent errors in mental arithmetic: an experimental study

“…The slowing down reflects both internal reactions to errors and correction processes, with higheraccuracy individuals who focus more on internal reactions showing a more pronounced slowing effect (Steinborn et al, 2012). Recently, Sokolov (2023) has explored the reasons for arithmetic errors occurring during children's developing stage of mathematical concepts. Lestiana et al (2017) delved into students' errors in fraction calculations, and classified the errors into three types based on Brown and Skow's (2016) framework: factual errors, procedural errors, and computational errors.…”