Error management behavior in classrooms: Teachers' responses to student mistakes

Mistake Handling Activities in Mathematics Educatıon: Practice in Class

“…On the other hand, the discussion group environment, the classroom environment in which constructivist approach is used emphasized by Tulis (2013) allowed open communication directed to different solutions. Especially, the interest and curiosity about MHA can be thought as the first step of learning.…”

“…Heinze (2005) stated that preventing mistakes is against to construction of knowledge which is the fundamental philosophy of constructivism. If learning is accepted as an active process requiring both perceptual and judgemental learning practice, class learning environment should encourage students investigating, reasoning their incorrect comprehension (Tulis, 2013). Some of the researchers and philosophers searching the answer of the question "What is the role of mistakes on the construction of new knowledge?"…”

Learning from errors: A model of individual processes

“…So far we have provided some evidence for the assumed functions of emotions at the stage pertaining to direct/primary and indirect/secondary reactions towards errors, the use of error-related regulation strategies, and the influence of selected personal conditions and contextual factors on individual responses to errors Tulis, 2013;Tulis & Ainley, 2011;Tulis & Dresel, 2013;Tulis & Fulmer, 2013;Tulis et al, subm.). In the present section we summarise the findings of three studies with different foci, namely individual determinants of adaptive dealing with errors (Study 1), motivational (self-regulation) processes following errors and their impact on subsequent learning behaviour (Study 2), and the dimensions of error climate and their impact on students' responses to errors (Study 3).…”

“…Based on a comprehensive literature review, we found different approaches that have been adopted in educational research to investigate the role of errors in learning: Alongside research on classroom error management and error climate (e.g. Tulis, 2013;Steuer, Rosentritt-Brunn & Dresel, 2013), individual responses to errors have been examined under different perspectives: For instance, there is a large body of research on (error) feedback and its impact on learning and achievement (for a meta-analysis see Bangert-Drowns, Kulik, Kulik & Morgan, 1991; for an overview see Mory, 1996). However, most of these studies did not address learning from errors per se.…”

Teachers´ Attitude Towards Errors

“…Despite the lack of empirical evidence available to prove that favourable error climate (Steuer, 2014) or error-tolerant classroom culture (Rach et al, 2012) develops in learners the competence to cognitively process errors or improve their learning outcomes, Steuer (2015) proved there is a little correlation between error climate and achievement on student and classroom level, especially the aspect of analysing errors in the learning process was proved an important element affecting achievement. Moreover, the positive effect on the affective level was acceptably proved (Rach et al, 2012;Tulis, 2013). Teachers´ attitude towards errors which is mirrored in their conduct in class is an important step towards learners´ positive attitude to errors (Tulis, 2013, pp.…”