Errors Blog

Going through the math errors document was probably my favorite and most beneficial activity this semester. When working through numerous types of mathematics concepts, it is really interesting to see how some students make mistakes. I had never imagined teachers actually sitting and looking at an error to see where a student made a mistake; however, I found it to be fascinating to see the ways in which some students logically think and apply methods that do not work for specific problems. When teachers take the time to look at how the student made the error, they can begin to see where a specific student needs some additional guidance. Students often are taught the formulas or told ‘this is just how you do it,’ which does not enforce any core concepts. Going through the errors enforced why the process standards are so important. When the content standards are appropriately used in the classroom, students are able to see concepts in more depth. Instead of just working though problems, students understand the meaning behind the problems and are less likely to make errors such as the ones presented. Instead of the student focusing on the ‘rule’ or ‘formula,’ they can recall how to do the problem through reasoning and proof. Students then are less likely to use incorrect rules or short cuts to simply solve the problem.

Learning different methods for teaching subtraction, additions, multiplication, division, and using fractions is something that was specifically beneficial to me. Growing up I learned the formulas and did not learn meaning behind the formulas. When I try to recall when one fraction is bigger or smaller than another, I often get confused. Learning to visualize fractions as portions of a whole is crucial. Students in younger grades often have a hard time determining which fraction is bigger or smaller and how to add, subtract, multiply, and divide them. Learning the meaning behind these concepts and using models to help students visualize these concepts is definitely reinforcing.

Looking for patterns in student errors and putting meaning behind the errors can help teachers focus on areas in which students are having difficulties. When we realize the mistakes the students are making, we can help address the problem and put more emphasis to the meaning of the mathematics concept. Teachers can help students put an end to misunderstandings when they realize the pattern behind the error.