摘要：One reason for implementing new ways of teaching mathematics in French-Speaking Switzerland is to modify the error status in the classroom. There is a tendency to believe that it may support student learning, and more and more teachers are encouraged to work this way. They are offered training in error analysis based on the following model : identifying the error, describing the procedure that led to it, investigating one or several possible origins, implementing a test to evaluate the pertinence of the hypotheses put forward and proposing remediation activities.
However, we think that many of the errors we identified in the field of special education are difficult to analyze in this manner and we will give you a few examples. We will also try to show how the error question is sensitive in special education and how it could influence the way mathematics is taught in this field. We will also discuss the problems with using error to as a way to promote learning in special education. Finally, we conclude by stating several perspectives on where error fits into special education teacher training in mathematics.
