Typology Of The Most Common Errors In The Application Of The Algotitm Of Addition In Middle School Students.

Abstract

The purpose of this research is to classify the most common mistakes made by students in the tenth and eleventh grades of secondary education when faced with the need to perform operations such as addition or subtraction, to use them as an input for leveling and enhancing the development of mathematical thinking through error feedback processes in the evaluation.

A mixed approach was adopted, case study type; where the information was collected through different tests on basic operations taking into account the before, during and after, where the purpose is to reach a minimum assertiveness of 60% to be able to advance in the implementation of the different stages of the present study.

For more than five years, students in the tenth and eleventh grades between 15 and 19 years of age have been intervened at the beginning of the school year in order to reach a basic operability to develop mathematical thinking through the feedback of the error in the evaluation according to the grade in which they are. The productions, group constructions and their answers to the interviews were analyzed to conclude that the most common errors are: The poor handling of the algorithm in basic operations, the lack of knowledge of mathematics as a language generating the absence of meaning in various activities and the abandonment of the training process in the area of mathematics linked to feelings of low self-esteem or the inability to address operations that require considerable concentration times.