An emerging perspective on error treatment in mathematics

Abstract

This essay argues for an emerging perspective on error in mathematics teaching. Its objective is to present a pedagogical and analytical methodology that allows teachers to create an educational environment that encourages students to have self-reflective, self-regulatory, and agentive attitudes toward errors. Based on the definition of the personal epistemological dimension and self-regulatory cognitive strategies, the punitive approach traditionally associated with errors in mathematics is questioned. The creation of alternative teaching scenarios that promote student agency, self-reflection, and resilience in the face of error and failure is proposed. In essence, the aim is for students to adopt a constructive perspective, encouraging their capacity for self-regulation and reflection on their beliefs. The contribution of this essay lies in offering a new perspective that promotes an agentive attitude in learning and prepares students to face the challenges of mathematical activity with resilience and positivity.