When I was a kid, a friend asked what my dad does for a living. “He’s a dank,” 18-year old Michael said. What I meant to say was that my dad worked at a bank, but I was distracted or tired and I mixed up the two words.
I thought about this while looking through a 3rd grader’s addition work. “He’s a dank” seems a lot like saying “46+30+2=58″ to me.
I’m not sure what to call this sort of mistake. I’m tempted to call it a memory overload error, but I have no idea if that’s (a) psychologically apt or (b) meaningful to other people.
The crucial thing, though, is not to simply disregard these sorts of mistakes as silly errors, or as a sign that the student is lacking some general cognitive skill like “attention to detail” or “being careful with their work.” That would be a bad misdiagnosis.
To start building the case for why, pay attention to the “stupid” arithmetic mistakes that adults (and teachers and mathematicians) make while they’re working on a problem. Here’s one I made last summer while trying a matrix multiplication, when I did 1*2+2*3 and ended up with 10.
Do I suffer from a general sloppiness in my work? A lack of attention to detail? Nah, I was just distracted by making sure that I kept track of a bunch of others things that weren’t automatic for me. My attention was elsewhere.
What causes these sorts of errors? Any sort of distraction, but it’s important not to trivialize distraction. Distraction can come from any number of places.
- Distraction can come from various non-mathematical things, like friends, chatting, not caring about the problem, etc.
- Distraction can also come from mathematical factors. If I were better at the matrix multiplication part of matrix multiplication, I would be less likely to mess up some quick arithmetic that I’d otherwise get right.
What about my 3rd grader? There are two possibilities, and both are worth considering:
- The kid might have been distracted by whatever non-mathematical thing happened to be drawing her attention away at the moment.
- She might have found keeping track of the tens and ones difficult, and paying attention to the decomposition used up the mental resources that were needed to keep track of everything. She ends up adding 2 and 3 for the tens digit, 6 and 2 for the ones digit.
One of the themes of this blog has been a desire to dig deeper than “stupid mistake.” This is one sort of error that teachers often identify as a “silly” mistake, but labeling it as “silly” probably misses out on some truth about a kid’s mathematical thinking.
- What do memory overload mistakes look like in geometry? In non-computational contexts?
- What other categories of “silly” errors are there? (I’d toss “mathematical habits” into the mix. Or maybe we should call that “fluency with a falsity”?)
- What sort of feedback would you give my 3rd grader?