Investigation of Positive Error Climate in Mathematics Teaching with Mixed Method

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.