<![CDATA[Objective: This study aims to analyze the forms of errors and imprecision that arise in student interactions, including conceptual errors, procedural errors, representational inaccuracies, imprecision in language and notation, and errors in final solutions. Novelty: This study provides a new perspective by examining mathematical errors as dynamic interactional phenomena that emerge and develop through peer discussions, rather than viewing them only as individual student mistakes. The study integrates analysis of mathematical content errors, language and notation imprecision, and the clarity of mathematical explanations within students’ collaborative interactions. Methods: A qualitative exploratory design with a multiple case study approach was employed using video-based analysis. Data were collected from 20 recordings of group discussions involving fifth-grade students taught by five elementary school teachers. Results: The findings reveal that mathematical errors in group discussions are not isolated but form interconnected patterns across three dimensions: mathematical content errors, imprecision in language and notation, and lack of clarity in mathematical explanations. These errors develop dynamically through peer interaction and influence students’ conceptual understanding. Conclusion: The study highlights that group discussions function not only as a space for knowledge construction but also as a context in which misconceptions may emerge and evolve. Therefore, teachers need to actively monitor students’ mathematical interactions to identify and address emerging errors during collaborative learning.]]>
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