Interview Questions

How do students feel about a classroom atmosphere that normalizes mistakes asopposed to one that does not?

Pre Interview Questions

To further explore students' perspectives on mistakes in learning, qualitative interviews were conducted before the instructional intervention. These pre-interviews allowed students to share their experiences, challenges, and initial attitudes toward mistake-making in the math classroom, offering a deeper understanding of their mindsets before exposure to a mistake-friendly environment.

Can you describe how you usually feel when you make a mistake in math class?

2. What do you think your teacher could do to make mistakes feel like a natural part of learning?

3. Can you recall a time when making a mistake actually helped you understand something better?

4. Do you think students in your class are encouraged to learn from mistakes? Why or why not?

5. How does the way your teacher handles mistakes impact your willingness to participate in class?

6. What do you think would help you feel more comfortable taking risks in math?

7. Have you ever hesitated to answer a question in class because you were afraid of getting it wrong? Why?

8. How do you think your classmates react when someone makes a mistake?

9. What would an ideal learning environment look like for you when it comes to making mistakes and learning from them?

10. What emotions do you associate with making mistakes in math? (Frustration, embarrassment, motivation, etc.)

11. Do you think teachers should spend time discussing mistakes openly in class? Why or why not?

12. Have you ever had a teacher who made you feel comfortable making mistakes? If so, what did they do that helped?

Post Interview Questions

After experiencing a learning environment that actively encouraged mistakes as part of the learning process, students participated in post-interviews. These discussions provided valuable insights into how their confidence, engagement, and mathematical thinking evolved over time. The reflections gathered offer a qualitative perspective on the effectiveness of normalizing mistakes in promoting deeper learning

1. Have you noticed any changes in how your classmates react to mistakes?

2. Has your confidence in math changed as a result of being in a class where mistakes are normalized?

3. Do you feel that normalizing mistakes has helped you become a better problem solver? Why or why not?

4. Has your willingness to participate in class changed since the beginning of the course? If so, how?

5. Was there a specific moment when you realized that making mistakes was actually helping you learn? If so, can you describe it?

6. How has your mindset about mistakes changed throughout this experience?