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Abstract
This thesis proposes a methodology for using students’ errors in mathematics lessons not merely as a means of correcting answers, but as a source of information for identifying students’ mathematical thinking and planning subsequent instruction. A practical model is developed based on classifying errors into factual, procedural, and conceptual categories, asking diagnostic questions, explaining students’ solutions, revising errors, and conducting brief reflection activities. The approach is grounded in contemporary formative assessment practices and research in mathematics education.
References
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