The impact of mathematics learning environment supported by error-analysis activities on classroom interaction
Amal Abdallah Khasawneh 1 , Ali Ahmad Al-Barakat 2 * , Soliman Abedallteef Almahmoud 3
More Detail
1 Yarmouk University, Irbid, JORDAN2 University of Sharjah, Sharjah, UAE3 Ministry of Education, Amman, JORDAN* Corresponding Author


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.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 2, February 2023, Article No: em2227

Publication date: 09 Feb 2023

Article Views: 1599

Article Downloads: 1537

Open Access References How to cite this article