Typification of errors in mathematical assessments in a first university course

Abstract

Introduction: the errors that are constantly observed in mathematics evaluations, in university or pre-university courses, are latent in written and oral productions, negatively affecting the teaching and learning processes, both in mathematics and in the other areas and disciplines that use them as an auxiliary tool. Objective: in this sense, the purpose of this research is to construct a typification of mathematical errors derived from the analysis, identification and classification of errors committed by students in the written resolution of exercises and / or problems of mathematics corresponding to the regular exams of a first course of mathematics at the university level. Methodology: se conducts the research under a qualitative approach and with a descriptive purpose, using a sample of 141 partial exams presented by a group of students of mathematics I of the Basic Cycle of the Simón Bolívar University. As a result, ten categories were identified that collect the diversity of errors in the written productions of the students, obtaining a typification in errors of type: symbolic, notation, application of formulas, operations, manipulation, calculations, writing and writing, graphing, and practical problems. Results: se concludes that mathematical errors hinder the acquisition of new knowledge, hence the importance of identifying and analyzing them, to design and implement specific strategies that help suppress them or, at least, minimize their incidence.