When I first started teaching, my focus was on ensuring students arrived at the correct answers. Over time, I realized that how they think about math is just as important as their ability to solve problems. Many students shut down when they don’t immediately know the answer, and I’ve seen firsthand how a supportive, mistake-friendly classroom can build their confidence. My goal is to create an environment where students feel safe taking risks, knowing that mistakes are essential steps toward understanding.

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As a researcher, my curiosity stems from my own classroom experiences. I’ve wondered why some students are comfortable making mistakes while others are paralyzed by them. I’ve seen the difference when I intentionally normalize mistakes, and I want to study this impact in a structured way. My research explores not just whether normalizing mistakes helps but how it affects students emotionally and academically. I want to understand what it truly takes to shift students’ mindsets about mistakes and learning.

 

This work matters to me because I see how fear of mistakes holds students back daily. Some hesitate to raise their hands, erase their work before I can see it, or shut down entirely. But I’ve also witnessed the transformation that happens when students view mistakes as opportunities for growth. I’ve had students go from panicking over quizzes to using mistakes as learning tools, and I want to explore how to foster this shift more effectively. My research is personal because I, too, once equated being good at math with always being right. Now, I strive to create a classroom where mistakes are valued, helping students develop resilience and confidence that will serve them far beyond math class.