Analysis of systematic error in substraction

Abstract

In this article, we presented results related to the typology, nature and evolution of the errors in subtraction. The main aim, is to examine if in our school context systematic errors take place and if these decrease throughout schooling. Also, we compared our results with the ones contributed by authors of reference in this field of research. To do so, we carried out an analysis on 7140 subtractions made by children in our educational system. The results demonstrate the existence of systematic errors in our scholastic context, a fact of doubtless value when programming the learning process didactically.