Interpretation of ERRORS IN ARITHMETIC

Errors should not be viewed as a setback but as an opportunity to learn more about the student's thought processes. Correcting errors to get the right product instead of analysing the learning trajectory is a quick fix that does not nurture deep learning Very often, errors are caused by over-generalisation of rules which are transmitted to the student as short-cuts to getting the required answer. Certain repetitive drill and practice tasks set by teachers can contribute to students developing these quick fixes which in fact, can divert them from the concept that they are meant to understand and practise. Teachers must plan tasks that help children understand the basic concept being taught. They must also observe the child doing the task and, together with the child, examine the child's procedural thinking.

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