Score on a mathematics diagnostic assessment and its dependence on affective aspects due to making mistakes

Abstract

Affective aspects related to making mistakes in mathematics influence learning the subject throughout school life. This study was carried out among incoming students at a private university in Guadalajara, Mexico. They are all in the field of administration. The objective of the study was to find the underlying constructs, as well as items in Ibarra-González and Eccius-Wellmann's Affectivity towards and due to Mathematical Errors questionnaire that correlate significantly with the score on a diagnostic assessment of mathematics. Regarding the constructs, the study found that evaluation scores depended on attitudes towards errors as a learning tool and negative beliefs and emotions towards mathematics due to making mistakes. The items corresponding to the aforementioned constructs revealed that the students grade decreases according to the intensity of the student's belief that he is not by nature good at mathematics. This belief lead to making more mistakes and a lack of interest in correcting them, influencing scores negatively. Based on the results, we see the need to promote a change in the pejorative connotation of error to reduce negative beliefs towards mathematics due to making mistakes and to use errors efficiently for pedagogical purposes.