Zur Methodologie der ‘Fehleranalyse’ in der mathematikdidaktischen Forschung: oder: Wieweit sind Fehleranalysen fehlerhafte Analysen?
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Journal für Mathematik-Didaktik: Zeitschrift der Gesellschaft für Didaktik der Mathematik (GDM), Jahrgang 7, Nr. 4, 01.12.1986, S. 269-303.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Zur Methodologie der ‘Fehleranalyse’ in der mathematikdidaktischen Forschung
T2 - oder: Wieweit sind Fehleranalysen fehlerhafte Analysen?
AU - Wellenreuther, Martin
PY - 1986/12/1
Y1 - 1986/12/1
N2 - In this article two kinds of error analyses are presented: (1) Error analysis using tests to describe errors and (2) cognitive error analysis in which one investigates the cognitive processes underlying the errors by thinking aloud. This method is carefully scrutinized because (1) it cannot reveal the causes of the errors, (2) it is inappropriate for testing hypotheses, (3) it does not lead to new hypotheses. Furthermore, its didactical value is disputable, because in most cases the relation between the teaching process and errors is not taken into account. Therefore, the epistemological value of cognitive error analysis must be questioned. For the future, a combination of developmental research and classical experimental research seems more promising than adhering to clinical approaches like cognitive error analysis. © 1986, GDM - Gesellschaft für Didaktik der Mathematik. All rights reserved.
AB - In this article two kinds of error analyses are presented: (1) Error analysis using tests to describe errors and (2) cognitive error analysis in which one investigates the cognitive processes underlying the errors by thinking aloud. This method is carefully scrutinized because (1) it cannot reveal the causes of the errors, (2) it is inappropriate for testing hypotheses, (3) it does not lead to new hypotheses. Furthermore, its didactical value is disputable, because in most cases the relation between the teaching process and errors is not taken into account. Therefore, the epistemological value of cognitive error analysis must be questioned. For the future, a combination of developmental research and classical experimental research seems more promising than adhering to clinical approaches like cognitive error analysis. © 1986, GDM - Gesellschaft für Didaktik der Mathematik. All rights reserved.
KW - Erziehungswissenschaften
UR - http://www.scopus.com/inward/record.url?scp=84891686044&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/5031920f-414c-3d4d-95c4-6591e991ccdd/
U2 - 10.1007/BF03339259
DO - 10.1007/BF03339259
M3 - Zeitschriftenaufsätze
AN - SCOPUS:84891686044
VL - 7
SP - 269
EP - 303
JO - Journal für Mathematik-Didaktik: Zeitschrift der Gesellschaft für Didaktik der Mathematik (GDM)
JF - Journal für Mathematik-Didaktik: Zeitschrift der Gesellschaft für Didaktik der Mathematik (GDM)
SN - 0173-5322
IS - 4
ER -