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Confidence can be a necessary part of achieving success in class Mathematics. However, there is a perception among many students that Maths is hard. Often, this belief arrives with the belief, to begin with, they can do their Maths to discover that in their assessment tasks they get some that they thought were right, wrong. More often than not, a bad answers come from, not just a lack of understanding, initially at least, but from your mistake they've made.

Therefore, like a teacher of Maths, I spend a lot of time showing students how to prevent lots of the mistakes they create. Once i teach a brand new unit, I explain where errors/mistakes are likely to occur.

This article list the generic errors and suggest methods to stay away from them.

Cie Maths - By teaching students where and how errors/mistakes occur, they will arrive at recognise that Maths just isn't 'hard' and regain their confidence and have the achievements which they have the capability.

Below are listed other locations where students make mistakes inside their Mathematics using a short discussion on each.

Area 1: Copying down from the question

It is a mistake every student makes regardless of remarkable ability. It generates a scenario the location where the question is probably not able to be solved thus putting things off and sapping confidence. The straightforward option would be to produce inside the student an automatic checking paradigm.

Area 2: Starting off

Poor starting off can make it difficult to find mistakes along with follow through the process of your solution to find errors within your reasoning. Neatness, correct utilization of symbols and vertical setting out can help eliminate mistakes due to poor setting out.

Area 3: Not answering the question/misreading the question

This, obviously, is surely an obvious area to make a mistake. Teachers must instruct students how to read questions to know what is needed.

Area 4: Not answering every aspect from the question

This obviously follows on from area 3 above. It happens where a question has multiple parts. A student must be asked to cross off every part of each and every question since it is completed.

Area 5: Not addressing the assessment criteria

Cie Maths - This is just an extension of the ideas above. Not addressing the criteria not merely creates poor results but wastes time in examinations.

Area 6: Poor diagrams

Diagrams are meant to aid the student in solving an issue not confuse them. The diagrams should be neat, well drawn and contain everything in the problem. They should be large enough to find out all the relevant information that will help solve the issue. In Geometry, specifically, I would have my class practice drawing diagrams for many problems without actually solving the situation. I would then draw a diagram for every to allow them to compare.

Area 7: Not testing solutions

When a response has been discovered, the student must decide if the solution fits into the thing that was expected. Students should consider the answer he/she might expect when first reading the situation. Quite simply, students decide in the event the answer is realistic. Secondly, answers should invariably be tested in problems that involve solving equations. When the student follows the proper procedure, then testing each solution in every equation will ensure he/she has got the correct answer.

Area 8: Calculators

Calculators are just useful when used correctly. It is important that each and every time the calculator can be used, the process is done again to look for the first result.

The teacher's role in eliminating errors:

1. Reviewing book work

The teacher should develop a model setting out procedure for each kind of Maths problem. Then he/she should, every so often, review each student's work pad personally using the student to indicate mistakes that are being made, why they're being made and ways to avoid making them.

2. Assessment review

Here the teacher should draw the eye with the students to mistakes made during an assessment task about the actual assessment paper. Your own review with all the student is desirable, too. In reviewing the assessment tasks with all the whole class, the teacher should mention where every one of the errors happen for the benefit of all students. Lastly, being a motivational device, the teacher should indicate to each and every student the amount of marks they lost through avoidable mistakes and just how those mistakes affected the last rating/grading of this assessment item.

3. Teaching to avoid mistakes

Cie Maths - It is better harmless than sorry. During the teaching of a new unit, I might always point out the pitfalls/places where mistakes occur. Sometimes in modelling answers, I would get some things wrong deliberately to see if I could trick students or to find out if they recognised the error.

Obviously, there's some teaching to become completed to avoid the areas mentioned previously where errors happen, e.g. teaching students the way to read questions. The extra teaching you should do is only found out by careful perusal of students' day to day are employed in class at assessment time.