Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate.

ABSTRACT:

Background

Errors can provide informative feedback and exhibit a high potential for learning gains. Affective-motivational and action-related reactions to errors are two forms of error adaptivity that have been shown to enhance learning outcomes from errors. However, little is known regarding the development and contextual conditions of students' error reactions. A theoretically plausible facilitator to this end is the perceived error climate in the classroom.

Aim

We investigated how students' dealing with errors develops over time and which role the classroom context in general, and the perceived error climate in particular, has for this development.

Sample

A total of 1641 students participated in 69 mathematics classrooms in academic secondary schools.

Methods

SUBMITTER: Dresel M 

PROVIDER: S-EPMC11802964 | biostudies-literature | 2025 Mar

REPOSITORIES: biostudies-literature