Mistake Detection Videos to Improve Students’ Motivation in Math

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Published: Nov 8, 2017
DOI: https://doi.org/10.14434/ijdl.v8i2.23073

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Myra Luna-Lucero
Teachers College, Columbia University
Kristen Elmore
Cornell University

Abstract

This article describes the design case of an instructional experience incorporating videos of mistakes for students to practice mistake detection and recovery skills. Learning from mistakes is often encouraged, but students may need prac- tical support to address them e ectively. The intention of this design is to facilitate adaptive cognitive and emotional responses to handling mistakes. This article documents two distinct but related formats of a mistake recovery design: a personal video recording and pre-recorded videos featuring fourth grade mathematics. These two formats evolved from personal experiences to become a classroom intervention. We trace this design process including the context, theory, and implementation experiences that shaped the design and discuss unforeseen obstacles and design alterations that arose during this process.

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How to Cite
Luna-Lucero, M., & Elmore, K. (2017). Mistake Detection Videos to Improve Students’ Motivation in Math. International Journal of Designs for Learning, 8(2). https://doi.org/10.14434/ijdl.v8i2.23073
Issue
Vol. 8 No. 2 (2017)
Section
Student Design Case SLAM

Copyright © 2023 by the International Journal of Designs for Learning, a publication of the Association of Educational Communications and Technology (AECT) and Indiana University. Permission to make digital or hard copies of portions of this work for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page in print or the first screen in digital media. Except as otherwise noted, the content published by IJDL is licensed under CC BY-NC-SA. A simpler version of this statement is available here.

Author Biographies

Myra Luna-Lucero, Teachers College, Columbia University

Myra Luna-Lucero earned her doctorate from the Math, Science, & Technology Department at Teachers College, Columbia University. Her research interests include motivation and mistake handling in science, technology, engineering, and mathematics.

Kristen Elmore, Cornell University

Kristen Elmore is a Postdoctoral Associate with the Program for Research on Youth Development and Engagement at Cornell University’s Bronfenbrenner Center for Translational Research. Her research interests include self and identity, social cognition, and motivation.

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