From Belief to Intention: Why Math Students May Not Make Plans to Learn from Mistakes

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  In Roundtable Session: Supporting Positive Mathematical Affect Through Instruction and Informal Learning

Abstract

This study investigates how ninth-grade students make sense of mistakes in their mathematics class, focusing on the gap between students’ belief in the value of mistakes and their intention to act on those beliefs. Drawing on semi-structured interviews with ten students, we used process coding and thematic analysis to identify key factors that shape whether students planned to reflect on and learn from mistakes. While students consistently expressed a belief that mistakes are learning opportunities, their intentions varied. Three factors emerged as shaping this intention: students’ confidence, support from teachers or families, and the context of the mistake. Findings suggest that supporting mistake-based learning in math requires attention not only to beliefs, but also to classroom structures and relationships.

Authors

• Jerry Nelluvelil, Harvard University

• Jon R. Star, Harvard University