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The article starts with
a description of concepts whose authors argue that mistakes
should be used as constructive means in learning and teaching
processes instead of anxiously avoiding them. Nevertheless,
one has to differentiate between «good» and «bad
mistakes». A closer look at some examples of mistakes
as they happen in everyday life of primary schools shows that
the word «mistake» is used very heterogeneously.
Taking this into account it seems necessary to develop concepts
which help learners and teachers to become more reflective in
saying what might be a mistake or something else. Furthermore
it is argued that the positive function of mistakes could be
supported if deliberated alternatives were appreciated in the
context of justification. |
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