Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate.
Markus DreselMartin DaumillerJana SpearStefan JankeOliver DickhäuserGabriele SteuerPublished in: The British journal of educational psychology (2024)
Taken together, our findings imply a strong need and considerable room for the teachers' support in developing and maintaining adaptive reactions to errors. They also allow for the conclusion that teachers can succeed here by means of realizing a positive error climate in class.