Errors Are Useful for Learning
To err is
Human. We all learn by the trial and error method which is the fundamental mode
of learning and problem-solving. Errors are a crucial step for a child’s
cognitive development. It is on us as parents or teachers how we respond to
these errors? What do these errors tell us about the child? Is it a failure to
learn or an attempt to understand and internalise? Or is it both? If so, how do
we distinguish between these two and decide what it is in a particular
situation?
Errors are natural and unavoidable
part of their process of learning.
Children apply their existing
understanding, which sometimes may not match with the method and content of
formal instruction. These errors are also a reflection of how children think
and learn. They are often a window into the child’s world of understanding.
Many a time we have seen a child
making common errors of reversal while writing for instance 12 for 21 or while
subtracting they subtract a larger number from a smaller number and get the
wrong answer (12 - 20 = 8). These examples tell us that the child has not
grasped the concept of basic place value and subtraction as yet, and needs a
lot of practice with grouping and position in space.
This kind of analysis of a child’s
errors can play a highly constructive role in helping us to guide our children
to develop mathematical thinking.
Making errors, and learning from them, is part of the
process of developing and understanding. In fact, this is more important than
producing the right answers. Unfortunately, the traditional teacher still tends
to view learning as having occurred only when the correct response is given by
the child. The child is not encouraged for the effort of understanding and
arriving at the right answer, rather is undermined for a wrong answer.