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Updated: May 28, 2026
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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
Published on: August 28, 2021
Individual Differences in Detecting and Correcting Logical Errors in Mathematical Texts
Zhenhua Luo1,2, Xinyuan Yang1,2, Yong Zhang3
1School of Mathematical Sciences, East China Normal University, Shanghai 200241, China.
Behavioral Sciences (Basel, Switzerland)
|May 27, 2026
Summary
High-achieving students excel at identifying and fixing logical errors in math reasoning. Their error detection is more active and effective compared to average students, who are more passive and text-dependent.
Area of Science:
- Cognitive Psychology
- Mathematics Education
Background:
- Logical reasoning is crucial for mathematical problem-solving.
- Understanding individual differences in error detection can inform pedagogical strategies.
Purpose of the Study:
- To investigate how senior high school students with varying mathematical abilities detect and correct logical errors.
- To compare the cognitive processes and error detection styles between high and average ability students.
Main Methods:
- Employed think-aloud protocols and interviews with 16 senior high school students (8 high ability, 8 average ability).
- Students solved three mathematical logical error-detecting tasks.
Main Results:
- High ability students demonstrated superior performance in error detection and correction speed, judgment, explanation, and accuracy.
- Distinct error detection styles emerged: high ability students were active and efficient, while average ability students were passive and text-reliant.
- Cognitive processes involved reading, analyzing, checking, judging, and correcting errors.
Conclusions:
- Mathematical ability significantly influences the capacity for logical error detection and correction.
- Tailored instructional approaches may be needed to support average ability students in developing more active and effective error detection skills.
- Logical error-detecting tasks are valuable learning tools, particularly for fostering critical thinking in mathematics.
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