Investigation of Positive Error Climate in Mathematics Teaching with Mixed Method

Year 2025, Volume: 19 Issue: 1, 186 - 217, 27.06.2025

Senem Kalaç , Alper Cihan Konyalıoglu

https://doi.org/10.17522/balikesirnef.1608177

Abstract

The purpose of the study is to investigate the effects of the classroom climate created according to the ‘positive error climate framework programme’ on the error orientations of teachers and students in mathematics lessons. Intervention design based on mixed methods was used. The data were collected from four classes (two study and comparison classes) selected by purposive sampling, involving 145 students and 4 mathematics teachers. ‘Classroom Error Climate Scale’ (CECS), lesson observation form and notebook, semi-structured teacher and student interview form were used. At the end of the fifteen-week study, interviews were conducted with the teachers and students in the study groups. T-test results showed positive and significant change in the perceived classroom error climate in the study groups. Qualitative data analyses showed that the error orientations of the study group teachers and students were more positive than the comparison group. Teachers and students stated that positive error climate helps them to comprehend the correct information better, increases participation and self-confidence in the lesson and helps permanent learning.

Keywords

Error Orientation , mathematics teaching , mixed method , permanent learning , positive error climate

Ethical Statement

This article is produced from the doctoral thesis of the first author. The thesis was supported by Tubitak with the number 122K776 for one year.

Supporting Institution

TUBİTAK 1002 HIZLI DESTEK PROGRAMI

Project Number

122K776

Thanks

We would like to thank TUBITAK for all their support.

Matematik Öğretiminde Olumlu Hata İkliminin Karma Yöntem ile Araştırılması

Abstract

Çalışmanın amacı, matematik derslerinde "olumlu hata iklimi çerçeve programına" göre oluşturulan sınıf ikliminin öğretmen ve öğrencilerin hata yönelimlerine etkilerini incelemektir. Karma yöntem desenlerinden müdahale deseni kullanılan araştırmanın verileri, amaçlı örneklem ile seçilmiş dört sınıf (iki çalışma ve iki karşılaştırma sınıfı), bu sınıflarda öğrenim gören 145 öğrenci ve dört matematik öğretmeninden toplanmıştır. Araştırmada "Sınıf Hata İklimi Ölçeği" (SHİÖ), ders gözlem formu ve defteri, yarı yapılandırılmış öğretmen ve öğrenci görüşme formu kullanılmıştır. On beş hafta süren araştırma sonunda çalışma gruplarında yer alan öğretmen ve öğrenciler ile görüşmeler yapılmıştır. T-testi sonucuna göre çalışma gruplarında karşılaştırma gruplarına göre algılanan sınıf hata ikliminde olumlu ve anlamlı bir değişim gözlemlenmiştir. Nitel veri analizlerinde çalışma grubu öğretmenlerinin ve öğrencilerinin hata yönelimlerinin karşılaştırma grubuna göre daha olumlu olduğu görülmüştür. Öğretmen ve öğrenciler, olumlu hata ikliminin doğru bilgiyi daha iyi kavrattığını, derse katılım ve özgüveni artırdığını ve kalıcı öğrenmeye yardımcı olduğunu belirtmiştir.

Keywords

Hata yönelimi , kalıcı öğrenme , karma yöntem , matematik öğretimi , olumlu hata iklimi

Ethical Statement

Bu makale birinci yazarın doktora tezinden üretilmiştir. Tez, Tubitak tarafından desteklenen 122K776 numarası ile bir yıl boyunca desteklenmiştir.

Supporting Institution

TUBİTAK 1002 HIZLI DESTEK PROGRAMI

Project Number

122K776

Thanks

TUBİTAK'a verdikleri her türlü desteğinden dolayı teşekkür ederiz.

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