Training on error handling, and the didactics of mathematics

Abstract

The development of constructivist theories has changed the relation to the concept of error when considered in connection with the development of knowledge. The didactical theories in general and particularly contributed to this trend. This article explains how the latter contributed to this evolution and how some of the concepts it developed over the past thirty years have enriched the error issue when considered in the context of mathematics learning at school. Based on data collected from students in educational sciences, the article highlights the discrepancy that exists between, on the one hand, the usual discourse taking into account the constructivist perspective and, on the other hand, the actual practices as implemented when dealing with errors. It raises the issue of designing teacher trainings that would permit to evolve these practices, and proposes several avenues for thinking this training up.