Students' Perceptions of Errors in Mathematics Learning in Tanzanian Secondary Schools

Abstract

Using errors in mathematics is a powerful instructional practice. Heemsoth and Heinze (2016) showed that student reflection on their own errors improved procedural and conceptual mathematics knowledge. Despite potential benefits of errors in promoting learning, errors are often perceived negatively by students and teachers. Studies using the Oser and Spychiger (2005) error perceptions questionnaire reported positive impact of error handling training on mathematics teachers’ affective and cognitive student support in error situations on students’ affect (Rach, Ufer, & Heinze, 2012), but rarely on students’ use of errors. The Rach et al. study used a two-stage “train-the-trainer” approach, leaving open whether teacher support and student use of errors for learning can be developed by more direct professional training. This study examined the role of teacher error handling training on students’ use of errors in learning. A quasi-experimental pre-test, intervention, post-test design with waiting control group was used to investigate the effects of mathematics teacher professional error handling training. The sample consisted of eight Dar es Salaam region secondary school teachers and their respective grade 11 students (N = 251). Using validated questionnaires to measure students’ perceptions of errors and of teacher support in error situations, latent means analysis showed that students’ perceptions of teacher support in error situations significantly improved for teachers in the experimental group but not in the control group. However, students’ perceptions of anxiety in error situations and using errors for learning were not affected. Exploratory analyses of video-recorded plenary discussions illustrate that experimental group mathematics teachers appeared to be error friendly after the intervention.