Suggests that student errors in mathematics be used as motivational devices and starting points for mathematical explorations, involving problem solving and problem posing activities. It is further suggested that errors can foster a deeper and more complete understanding of mathematical content and nature of mathematics itself. (PK)

Advances the idea that performance errors should contribute positively to the process of learning. Argues that errors do not occur randomly and that instructional theory should not condemn errors, but seek them. (PK)