Why are they mistaken?

Abstract

In this study we are trying to illustrate with three examples that students’ typical mistakes in solving mathematical problems are very much worth analysing, because their explanation often unfold that they are not caused by an insufficient knowledge of mathematics, but before or after solving the mathematical problem at different phases of translation of the problem from everyday language to mathematical notation, and then translation of the solution back to everyday language. If the mathematical formulation of a problem presented in a natural language is sensible at all, whether it is a correct mathematical representation of the problem or not; it represents an interpretation of the problem as exposed in the everyday language text. We are examining students’ misinterpretations trying to find reasonable explanations to them and draw methodological conclusions to overcome them. Classification: C30, D70. Keywords: error-analysis; everyday vs. mathematical language; textcomprehension; mathematical representation; problem-solving.