Mistakes in Early Childhood Math Learning – Obstacles or Opportunities?

Why are we so afraid of mistakes? We all make them, lots of them. It is true, they don’t feel good, but isn’t that in part due to the societal attitudes that exist around mistakes? Of course, there are plenty of places we don’t want to leave room for error, but in schools mistakes are a necessity for learning.

Think about a time when you really learned something and how you got there. There’s a high likelihood you went through trial and error and made your fair share of mistakes along the way. That experience left a far more powerful and impactful impression than simply arriving neatly at the finish line.

Mistakes are foundational for mathematical teaching and learning

In learning, and especially math, mistakes aren’t a problem to fix as quickly as possible. They can be a powerful learning tool. When children are allowed, and even encouraged, to make mistakes, they build deeper understanding, stronger confidence, and a healthier relationship with math that can last a lifetime.

Mistakes give us insight into children’s thinking and inspecting them helps both teachers and learners with precise feedback. Valuing process over product gives us the opportunity to use supportive prompts such as, “How did you figure that out?” and “Tell me more about your thinking here.” Through these conversations, children gain insight into how to reflect on their own thinking, without experiencing the math shame that comes with the dreaded “red pen.”

Productive Struggle = Cognitive Growth

Although it is good practice to correct a mistake when possible, research has shown that brain growth and development happens during the productive struggle. Jo Boaler of YouCubed defines this idea as, “productive struggle in math involves students engaging in meaningful problem-solving tasks that prompt them to grapple with concepts beyond their current level of understanding, fostering a deeper conceptual understanding of mathematical principles.” While children are turning ideas over in their minds, working to make sense of them, and trying out different ideas, the neural connections in their brains are firing and growing.

Classroom communities can become stronger together when embracing a growth mindset that encourages productive struggle. At the Early Math Collaborative, when we lead Professional Learning, we often tell teachers, “This is what professional mathematicians do! They struggle, they try different approaches, they work through mistakes on their own and with each other. Some of the greatest mathematical discoveries are a result of struggling through something that felt challenging.” In early childhood, promoting this type of mindset is critical as children develop their identities as learners and mathematicians.

What does this mean for teachers?

How many of us who teach math have shrunk away from it in the past, deciding we are simply “not math people” because of shaming experiences and fear of being wrong?

Early childhood professionals, programs, and families have a real opportunity to do something revolutionary here. Math teachers have a particular responsibility to learn how to value mistakes. The goal shouldn’t be to avoid mistakes, but to embrace and explore them.

When the pressure of performance is removed, it opens space for learning experiences and making connections. Learners can immerse themselves more deeply and engage with ideas. This opportunity not only needs to be provided for learners, but for teachers as well. When a school culture is hyper-focused on performance and achievement, it can feel vulnerable for teachers to leave space in their classrooms for mistakes and struggle.

Educators and adults can foster a mistake-friendly environment by asking open-ended questions, encouraging multiple solutions, prioritizing process over product, and modeling curiosity about errors – including their own. In this product-focused world, children may also need support in developing comfort and resilience around mistakes. By valuing mistakes, we send a powerful message: math isn’t about being perfect; it’s about exploring, wondering, and learning.

To quote an early childhood literary hero, Miss Frizzle, “Take chances, make mistakes, and get messy!”

References:

Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.