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The effect of positive error climate on affective domains in mathematics teaching

Artigo2022

Alper Cihan KONYALIOĞLU ORCID; Merve Özkaya ORCID; Merve Özkaya ORCID

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Resumo

The aim of this study is to investigate the effect of positive error climate in classrooms on middle school students' error orientations and attitudes towards mathematics. The data of the research were collected in the 2021-2022 academic year. The participants of the study consisted of 44 students in two 6th grade classes in a middle school in the city of Van, Türkiye. Quasi-experimental design was used in the research and the pre and post scores of the experimental and comparison groups were compared before and after the study. The data obtained using the "Mathematics Attitude Scale" and the "Error Climate Scale" were analyzed to examine the differences within and between groups. As a result of the findings, it was seen that the positive error climate in the experimental group made a positive significant difference both on the attitude towards mathematics and on error orientations of the students. No significant change was observed at the end of the study in the comparison group in which a neutral error climate was applied. The interviews with the course teacher who carried out the application and the observations made in the classroom reinforced the positive effect of the application. Positive error climate can be seen as a part of formative assessment as it has a corrective effect on teaching in the process.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Assessment Tools in Education, v. 9, n. Special Issue, p. 236-257
Editora
izzet kara
Ano
2022 (2022-11)
Idioma
en
Palavras-chave
positive error climate; attitudes towards mathematics; error orientation; middle school students; mathematics education; junior high school students; formative assessment; classroom climate
Temas
Avaliação
DOI
10.21449/ijate.1121828
ISSN
2148-7456
Licença
cc-by
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
KONYALIOĞLU, Alper Cihan; ÖZKAYA, Merve; ÖZKAYA, Merve. The effect of positive error climate on affective domains in mathematics teaching. International Journal of Assessment Tools in Education, v. 9, n. Special Issue, p. 236-257, 2022. DOI: https://doi.org/10.21449/ijate.1121828.

APA

KONYALIOĞLU, A. C., Özkaya, M., & Özkaya, M. (2022). The effect of positive error climate on affective domains in mathematics teaching. International Journal of Assessment Tools in Education, 9(Special Issue), 236-257. https://doi.org/10.21449/ijate.1121828

BibTeX
@article{konyalioglu2022,
  author = {KONYALIOĞLU, Alper Cihan and Özkaya, Merve and Özkaya, Merve},
  title = {The effect of positive error climate on affective domains in mathematics teaching},
  year = {2022},
  journal = {International Journal of Assessment Tools in Education},
  volume = {9},
  number = {Special Issue},
  pages = {236-257},
  publisher = {izzet kara},
  doi = {10.21449/ijate.1121828},
  language = {en}
}
RIS
TY  - JOUR
AU  - KONYALIOĞLU, Alper Cihan
AU  - Özkaya, Merve
AU  - Özkaya, Merve
TI  - The effect of positive error climate on affective domains in mathematics teaching
PY  - 2022
JO  - International Journal of Assessment Tools in Education
VL  - 9
IS  - Special Issue
SP  - 236
EP  - 257
DO  - 10.21449/ijate.1121828
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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