Michaela Holešová, Věra Ferdiánová, Antonín Polách
KSMAM SvF UNIZA, Žilina
PřF OU, Ostrava
Working with errors represents one of the important trends in contemporary mathematics education, as it makes it possible to view errors not merely as undesirable outcomes, but as a natural part of the learning process. In geometry, and especially in the area of Monge projection, students’ errors can provide valuable information about their level of understanding of spatial relationships, construction procedures, and their ability to transform a spatial situation into a planar representation.
The contribution focuses on selected examples of errors made by students when solving tasks involving Monge projection. These errors will not be presented merely as failures in the solution process, but as didactically useful situations that can help the teacher identify students’ misconceptions and respond to them in a targeted way.
The contribution will also include proposals for ways of working with selected errors in teaching. We will show how an error can be used as a stimulus for discussion, for the development of argumentation, and for a deeper understanding of the principles of Monge projection. Emphasis will be placed on supporting students’ active involvement, creating a safe environment for sharing incorrect solutions, and transforming errors into a tool for learning.