The analysis of error as a didactic learning tool found echo in the teaching practices based
on theories of experimental psychology and constructivist assumptions. To apprehend the
mathematical concepts necessary to solve daily problems without the possibility of
systematic errors seems to us to have been a great challenge for the majority of the students,
being often a precursor of school dropout. However, analyzing the quality of these errors in
order to avoid systematizing them seems to have not been an easy task for educators with a
degree in mathematics, since they have presented different approaches, depending on the
objectives with which teachers and researchers focus on this theme. Without intending to
finalize the debate on the subject, we set out to investigate the possibility of using error
analysis as a learning tool and, to achieve our goal, our work was divided into four chapters:
In chapter I we try to understand until What point the future mathematics teacher can use the
error as a didactic learning tool, making a reflection on the error in the current evaluation
model by means of proof; In Chapter II, we sought to identify in bibliographical research
what theorists say about the presence of error as an integral part of the dialectical process
and whether it can be understood as a fundamental element for the change of strategies and
facilitating methodologies in stimulating students to persist In their findings and verify in
the conclusions conceived by researchers on the same subject the possibility of ratifying the
conclusions obtained; In Chapter III, we propose to present the theoretical bases on
Proportions, Probabilities, Combinations and fractional Reasons as a way of subsidizing the
calculation procedures; In the fourth and last chapter, we present the methodological
procedures of the actions to be developed to conclude this work - analysis of the procedures
applied by the student in the resolution of mathematical questions in assessments of the type
test, regardless of the result obtained - retaking concepts with the use of classes Expositions
and the use of collective works. Finishing with our final considerations.
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