Is it wrong to do something wrong? Andrés Christiansen’s publication addresses this question referring to a recent study published by the Peruvian Ministry of Education (2018) which evaluated the relationship between the error climate and attitudes towards mathematics and how this relationship ultimately affected student performance in mathematics. Finally, Andrés Christiansen’s publication explores the importance of noting that the way teachers handle students’ mistakes in the classroom, shapes student’s attitudes, contributing to students’ self-concept and their performance. These effects are independent of other covariates such as socioeconomic status, language, or the school geographical area. Which makes the relationship between error climate, attitudes, and achievement a constant regardless of students’ social conditions.
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