Phát triển năng lực tư duy và lập luận toán học của học sinh thông qua khai thác sai lầm trong dạy học toán

Tóm tắt

In mathematics education, mathematical thinking and reasoning are regarded as core components of mathematical competence; however, students’ errors have not been sufficiently utilized as pedagogical learning resources. This study aims to clarify the role of error analysis in triggering cognitive conflict and promoting students’ thinking processes. The findings indicate that analyzing errors contributes to the development of mathematical thinking and reasoning, including comparison, explanation, justification, and selfregulation. In addition, the paper proposes four pedagogical measures aligned with a five-stage process: identifying, detecting, analyzing, correcting, and generalizing errors. On this basis, the study provides a practical pedagogical framework to help teachers leverage students’ errors as learning opportunities, thereby fostering mathematical thinking and reasoning.