Melissa Davis Bland
Findings / Post Survey
How do students feel about a classroom atmosphere that normalizes mistakes asopposed to one that does not?
Post Survey
Some students reported an increase in comfort with mistakes, but most remained unchanged. A small percentage felt less comfortable.
No significant change, confirming that teacher attitudes play a major role in shaping student risk-taking behavior.
A significant shift toward viewing mistakes as part of learning, but 19% still perceive mistakes negatively.
Some students reported an increase in participation, but most remained unchanged. A small percentage participated less.
Over 50% of students found normalizing mistakes helpful for understanding math, reinforcing the value of mistake-based learning.
82% of students reported at least some increase in confidence, suggesting that classroom experiences helped shift participation comfort.
The increase in comfort with mistakes (34%) suggests some reduction in negative emotions, but frustration may still be a factor.
More than half (59%) of students reported increased comfort with mistakes, suggesting progress but room for further improvement
63% of students felt at least some increase in confidence in math, suggesting that normalizing mistakes contributed positively
Most students support open discussions and using mistakes as learning tools, while very few want mistakes quickly corrected and ignored.