6th Grade Math // Error Analysis
I have been teaching this current sixth-grade crew for three years. They have grown and developed in so many ways intellectually, socially, and emotionally. However, one of the other ways that they grew, and I am incredibly proud of them for, is their mindset when they make mistakes. Back in 4th grade, a lot of the mistakes they made were followed by tears and frustration. Now, they embrace mistakes and they show a positive attitude about correcting their mistakes as well as correcting others’ mistakes (at times, to a fault LOL). This mindset development can be attributed to a practice that I implemented last year: Error Analysis.
This protocol is common as an effective practice of having students identify mistakes and correctly solve for the problem. However, the twist that I add is that students have the opportunity to conduct an error analysis after every quiz and summative assessment that is given to them. After they submit their test, I provide feedback without giving a score. The reason for not giving a score is because I’ve noticed that when students see a score, they begin comparing with peers and they tend to shut down if they didn’t get the score they wanted. However, if they just see feedback on their problem-solving, that’s all there is left to focus on. So, after some time, they became naturals at feeling comfortable pointing out mistakes in a non-judgmental and constructive manner and they don’t feel as stressed when they receive their tests back.
The examples shown are from a unit assessment that we had this year on percentages and unit rates. In Example A, the student listed the number the got incorrect and identified the type of mistake that they made (careless, precision, computation, or problem-solving mistake). Then, they solved it correctly. If they identified the correct mistake and solved it correctly, they get their points back to go towards their final score. Example B shows another student showing their work and identifying their mistake in a similar fashion.
Along with this error analysis protocol is the language that I use and the message that I try to send to my students: focus on your math, not your score. I say this because I want them to get in the habit of learning the math and working on their areas of growth. This has led to students making comments about their own confidence in math growing and them not being afraid to make mistakes. To me, regardless of test scores, this is what teaching is all about.