Abstract
Several research programs increasingly point to the role of errors in problem solving. However, there are limited field educational studies that examine the factors that facilitate effective learning from procedural errors. In this study, interventions designed to simultaneously foster students’ emotion control and metacognitive activity (from the viewpoint of growth-mindset theory and self-regulated learning) are assumed to enhance this learning phenomenon. Secondary school students will participate in a randomised experimental 2 x 2 design (Growth mindset intervention vs. control) x (Metacognition intervention vs. control). To evaluate this intervention in a secondary school context, we will use mixed-method, longitudinal evidence from both questionnaire and verbal protocol data. Students’ motivational profiles, their mindset and error beliefs will be measured by subject rating on questionnaire items. Strategies for learning from errors will be measured through open-ended questions (e.g. ‘what have your learned from your mistakes during the task?’). Prior knowledge and learning from errors will be measured with scores on variance problem calculations. Based on previous findings, we hypothesised that improving student’s metacognitive skills while reducing students’ negative emotional reactions to errors would contribute more to the ability of adolescents to learn from their own errors in math problem-solving exercises than programs targeting one alone. To finish, we predict a positive impact of the intervention on students’ math motivation and achievement, especially of low-performing students. Overall, we believe that this experiment could provide valuable results for research and practice on learning from errors, which may be a promising tool for mathematics education.
Details
Presentation Type
Theme
Science, Mathematics and Technology Learning
KEYWORDS
GROWTH MINDSET, METACOGNITION, LEARNING FROM ERRORS, MATHEMATICS EDUCATION, SECONDARY SCHOOL
