I will conduct interviews with a smaller, carefully selected group of students from my Algebra 2 Honors and AP Pre-Calculus classes, including students with different academic backgrounds, confidence levels, and personal experiences with math. Some of these students will be those who have responded positively to a mistake-friendly classroom, showing increased participation and willingness to take risks. Others will be students who still seem hesitant to embrace mistakes as part of learning, as I want to understand what barriers might still exist. 

I chose these students because I want to hear their personal stories and gain a deeper understanding of their experiences. Surveys will give me broad trends and patterns, but interviews allow for more meaningful conversations where students can explain how they feel in their own words. I want to know how their feelings about making mistakes have changed (or not changed) throughout the year and whether they feel more or less comfortable taking risks in math. I also want to know if specific aspects of the classroom atmosphere make them feel more confident or, conversely, still make them hesitant to participate.

Student interviews will reveal how students emotionally and academically experience mistakes—whether they feel supported or discouraged and whether they see mistakes as part of the learning process or as failures.