The strategy of using error as a tool for learning

Abstract

It corresponds to a research with a qualitative approach which employed the phenomenological methodology taking into account its respective phases: (a) Description of the phenomenon (b) Search for multiple perspectives (c) Search for essence and structure (d) Constitution of significance (e) Suspension of judgment and (f) Interpretation of the phenomenon. The objective of this strategy is to use error as a tool for the learning of fifth grade students. The participants are made up of eight (8) fifth grade students of the C.E.R. Domingo Savio Municipality of El Tarra. The instrument for the collection of information is the Strategy that uses error as a tool for learning, which is designed based on questions related to the resolution of mathematical problems frequently studied in the contents of the fifth grade. As part of the validation process of the instrument, a pilot test was carried out and later validated by expert judgment. For the analysis and interpretation of the information, the categorization process is carried out and the research findings are obtained. The strategy is based on the classification of errors proposed by Radatz; difficulty has been evidenced in the transposition of the language used to describe situations in the context to mathematical language, as well as those associated with a deficient learning of concepts and the interpretation of mathematical symbols. It is concluded that the application of the strategy has allowed students to learn to work in teams, to improve their performance when they develop directed work supported by their class notes and to participate actively, overcoming the fear caused by not knowing the answer to a question or giving a wrong answer.