Abstract
Errors and overcoming failures are natural elements of the education process of all students. Our society tends not to look at them positively - teachers often try to avoid errors as well as they lead students to avoid them. They do not tend to use errors as a learning tool full of opportunities to better understanding. In this study we present the results of the observations of twelve lessons of mathematics, showing their common features with a special focus on errors. The core of the text also offers a detailed analysis of two lessons, where traditional teaching approach prevailed, and one lesson, mostly but not completely, conducted in a constructivist way. It includes beliefs and mindsets of those three teachers, showing their direct or indirect influence on their teaching. We also discuss their approach to math problems as well as the possible influence of their teaching on students. The paper stresses a discrepancy between beliefs of teachers related to errors and the reality in their practice.
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