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A review of the literature on error analysis in mathematics education and an extensive investigation of errors made by German schoolchildren suggests a classification of errors and their causes in terms of information-processing mechanisms. Pupils' errors may be caused by semantic differences between mathematical language and natural language, by individual differences in spatial abilities, by deficiencies in the mastery of prerequisites, by incorrect associations or failure of cognitive control, and by the application of irrelevant strategies or rules. Implications for research and practice are suggested.
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Hendrik Radatz (1979) studied this question.
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