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RESEARCH PAPER
The impact of mathematics learning environment supported by error-analysis activities on classroom interaction
1
Yarmouk University, Irbid, JORDAN
2
University of Sharjah, Sharjah, UAE
3
Ministry of Education, Amman, JORDAN
Publication date: 2023-02-09
EURASIA J. Math., Sci Tech. Ed 2023;19(2):em2227
KEYWORDS
ABSTRACT
This study was designed to investigate the effect of mathematics learning environment supported
by error-analysis activities on classroom interaction. To achieve this purpose, two classes of
seventh grade students (aged 12-13 years) were randomly selected and were assigned into two
groups; experimental (number of student=24) and control (number of students=24). The
experimental group was exposed to error-analysis activities, whereas the control group studied
the same mathematics content without any error-analysis activities. Moreover, two instruments
were used to collect the data: an observation checklist including indicators of classroom
interaction and a semi-structured interview, after ensuring their validity and reliability.
14 classes for each group were observed by two observers using an observation checklist. The
findings of the study revealed that statistically significant differences were found between the
rating means of classroom interaction of the two groups. Moreover, the qualitative analysis of the
interviews revealed that the mathematics error-analysis activities contribute to improving the
quality of teacher-student, student-student and student-content interaction. They enhance the
quality of students’ responses, help students be more engaged in mathematics learning through
social interaction and more active in oral communication, improve their classroom predications
and discussions and support student-content interaction through sustaining error-analysis to be
a learning behavior. Based on these findings, it was recommended that mathematics learning
environment supported by error-analysis activities could be adopted as a teaching-learning
strategy to improve classroom interaction, which enhances students’ mathematics learning in
primary education.
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