Abstract
The present article discusses different ideas and ways of dealing with errors in the process of teaching and learning of mathematics. Taking as a starting point the idea that to make mistakes is inevitable during the schooling setting, the article addresses the question of how to turn the making of errors into something didactically productive. The article highlights the role of mistakes in the expression and acquisition of mathematical knowledge, as well as the importance of including them in the planning of lessons and in the classroom dynamics. The ideas and proposals discussed are illustrated with examples taken from research conducted in the classroom and in controlled investigative situations, focusing on the solution of mathematical problems by children.
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