#499: Constructing Mathematics Learning Environments where Students Feel Safe to be Wrong: A Mixed-Methods Investigation of Educator Behaviors in Classroom and Tutoring Settings

This study investigates educators’ communication to students that the mathematics classroom or small group tutoring is a safe space to make errors or seek support as needed. Our mixed-methods approach includes quantitative data from 220 transcripts along with two case studies that highlight best practices. Results indicate that both classroom teachers and paraprofessional tutors typically incorporate a small number of verbal indications that they welcome mistakes (mean of 4.9% for teachers and 4.5% for tutors). Although both teachers and tutors who talked more than average used disproportionately more “safety to be wrong” moves, teachers (but not tutors) who talked less than average had lower proportions of these moves. The case studies suggest that when teachers and tutors provide frequent reminders that being wrong is safe, students share their ideas, articulate areas of confusion, and persevere through challenging tasks. We conclude with suggestions for supporting professional learning.