After reviewing the responses from the pre-survey, it’s clear that students have a range of emotions and experiences when it comes to making mistakes in math class. Some patterns stood out immediately, and many responses confirmed what I’ve seen play out in the classroom.

 

How Students Feel About Making Mistakes

Most students shared that they feel either frustrated or neutral when making mistakes. A few admitted feeling embarrassed, even if they try to push through it. Only a small number said they truly see mistakes as a helpful part of learning right away.

This tells me that even if students understand that mistakes are “supposed” to help them grow, they still don’t always feel good when they happen.​

​

Comfort Level with Sharing Mistakes

Most students said they sometimes feel comfortable sharing their mistakes in class. Very few answered with a confident “yes.” This shows that many students are still hesitant and that the feeling of safety in the classroom is not something they always count on.

It’s a reminder that I must intentionally create a safe space for students to speak up and take risks daily.

​

Teacher Reactions Matter

Most students said that their teacher (likely me) encourages learning from mistakes, which is excellent. Some, though, said the focus is more on correcting them. That feedback is helpful because it tells me how I respond, not just what I say, and shapes how students interpret those moments.

Even when I think I’m encouraging, students may not feel that way if my tone or timing doesn’t match.

​

Confidence in Participating When Unsure

When asked how likely they were to participate if unsure of their answer, most students gave a 2 or 3 on a 5-point scale, somewhat confident but definitely hesitant. Very few picked the highest level of confidence.

This aligns with what I see during class discussions: students often hold back unless they’re right.​​

​

Peer Reactions

Almost everyone said their classmates don’t react much when someone makes a mistake. That can be a good thing. It means students aren’t openly teasing or criticizing, but there might not be enough visible encouragement.

 A quiet classroom doesn’t automatically mean it’s safe. Students may still feel judged, even if nothing is said out loud.​​

​

Beliefs About Mistakes and Learning

It was encouraging to see that most students believe mistakes help them improve or are a necessary part of learning. That said, a few admitted that mistakes still feel frustrating even when they know they’re supposed to be helpful.

That emotional part is so important because students understand the value of mistakes, but it doesn’t mean they feel okay making them.

​

​Overall, these survey responses helped me see where my students are emotionally and mentally when making mistakes. It’s clear they’re still navigating what it means to take risks in math, and my role as a teacher is to continue reinforcing that mistakes aren’t something to fear. They’re something to learn from.​​​​​​​​​​​

​