Abstract
A child ready to start school attendance may not be developed in all the areas on which the process of learning school mathematics is based. One of these areas is work with an error.
The research presented here study examined whether and under what conditions a child aged 5-6.5 years spontaneously corrects what they do in kindergarten as part of the development of pre-mathematical literacy. We assume that it is still difficult for children at this age to identify an error in their own activities spontaneously and then correct it.
We are aware of the fact that the child's reaction can be indirectly influenced by their environment (the concept of education at home, in kindergarten). The set of observed activities and analysed below was solved by the child individually, the communication was gestural, manipulative or graphical.
The child did not necessarily always speak. The monitored samples for each activity differed in size according to the focus of the activity (from 190 to 400 children).
The data collected within a period of 10 years showed that there were three basic types of reactions and also different types of corrections.