Abstract
In this article we utilized the resources provided by content analysis to investigate the perceptions of the students of the third year of high school about error. The process of reelaboration of those errors by filling a sequence of four “reports on the reflection on the errors” (instrument used in the intervention after the exam bimonthly) with the hope of stimulating (re)construction of mathe matical knowledge by taking the error as a starting point. From this analytic process we built understandings on the perception demonstrated by the students on their records of several texts created on basis of these “readings”. We highlight the inheren t potential of error when used as a motivative strategy to learning, the emotional burden implied in committing errors and the challenging issues related to the subjacent reading enabled by analysis content, emerged.
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