## Key Ideas > [!abstract] Core Concepts > > - **Tell students work contains mistakes**: More efficient than having them discover errors independently > - **Direct attention to specific incorrect lines**: In multi-step problems, point to where error occurs to focus analysis > - **Builds error detection expertise**: Regular practice analysing mistakes develops self-monitoring and pattern recognition ## Definition **Explain the Mistake**: Teaching strategy where students analyse and explain pre-identified errors in given solutions, building metacognitive awareness efficiently (Große & Renkl, 2007). ## Connected To [[Self-Explanation Effect]] | [[Culture of Error]] | [[Misconceptions]] | [[Diagnostic Questions]] --- ## Why not error discovery? A colleague provided students with three physics solutions (two containing mistakes) and asked them to identify the correct one. For 40 minutes students argued. Those who initially chose correctly became convinced otherwise by peers. By the end, only one student identified the correct solution; 40 minutes wasted whilst misconceptions spread. ## More efficient approach Instead of having students hunt for errors, tell them the working is incorrect and ask them to explain why (Booth et al., 2013; Durkin & Rittle-Johnson, 2012). For complex multi-step questions, point to the incorrect line (Sweller et al., 2019). This approach directs students' focus to the specific error (Adams et al., 2014), promotes efficient use of class time, prevents the spread of misconceptions (Tsovaltzi et al., 2010), and maintains confidence in correct thinking. ## Regular error analysis Teachers can incorporate 5-10 minutes weekly analysing common student mistakes from homework, tests, or previous lessons (focus should be on specific errors rather than general problem-solving). Example prompts include: "This working contains a mistake. Can you explain what went wrong?", "There's an error in step 4, why might a student make this mistake?", or "Look at line 3: what should they have done instead?" Types of mistakes worth analysing include procedural errors (incorrect application of algorithms or methods), conceptual misunderstandings (fundamental confusion about concepts), and reading errors (misinterpreting question requirements or diagrams). ## Building self-monitoring The goal is for students to transfer error analysis skills to their own work independently (Chi et al., 1989; Siegler, 2002). Supporting strategies include regular self-checking protocols, error logs tracking personal mistake patterns, peer review partnerships, and reflection on common error types. This approach requires a [[Culture of Error]]; a safe classroom climate where mistakes are learning opportunities, not failures. Without this foundation, error analysis becomes threatening rather than educational. ## References Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. *Cognitive Science*, 13(2), 145-182. https://doi.org/10.1207/s15516709cog1302_1 Siegler, R. S. (2002). Microgenetic studies of self-explanation. In N. Granott & J. Parziale (Eds.), *Microdevelopment: Transition processes in development and learning* (pp. 31-58). Cambridge University Press. Große, C. S., & Renkl, A. (2007). Finding and fixing errors in worked examples: Can this foster learning outcomes? *Learning and Instruction*, 17(6), 612-634. https://doi.org/10.1016/j.learninstruc.2007.09.008 Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. *Educational Psychology Review*, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5 Durkin, K., & Rittle-Johnson, B. (2012). The effectiveness of using incorrect examples to support learning about decimal magnitude. *Learning and Instruction*, 22(3), 206-214. https://doi.org/10.1016/j.learninstruc.2011.11.001 Adams, D. M., McLaren, B. M., Durkin, K., Mayer, R. E., Rittle-Johnson, B., Isotani, S., & van Velsen, M. (2014). Using erroneous examples to improve mathematics learning with a web-based tutoring system. *Computers in Human Behavior*, 36, 401-411. https://doi.org/10.1016/j.chb.2014.03.053 Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. *Learning and Instruction*, 25, 24-34. https://doi.org/10.1016/j.learninstruc.2012.11.002 Tsovaltzi, D., Melis, E., McLaren, B. M., Meyer, A.-K., Dietrich, M., & Goguadze, G. (2010). Learning from erroneous examples: When and how do students benefit from them? In V. Aleven, J. Kay, & J. Mostow (Eds.), *Intelligent tutoring systems* (pp. 357-359). Springer. https://doi.org/10.1007/978-3-642-13388-6_50