Abstract: Mistakes occur frequently in mathematics. However, how one handles mistakes may determine what s/he does in their subsequent problem solving. In two classes (Abstract Algebra and Calculus II), mistakes were brought to the forefront in the form of a “productive failure.†Through five interviews with students, we initially looked for both metacognitive and affectual responses to the pedagogical allowance and student-led demonstration. Many of the responses, both benefits and drawbacks of the productive failure, were interpreted by the research group to resemble peer-led support groups (e.g., Alcoholics Anonymous). Descriptions of both productive failure and support group theory, as well as quotes from the students, aim to shed light on some psychological benefits of valuing mistakes.
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