Mathematics Teachers' Experiences of Positive Error Climate

The aim of the study is to examine teachers' views on the applicability of a positive error climate in classrooms. In this qualitative case study, the study group consisted of 19 mathematics teachers with more than five years of professional experience and a master's degree, working in different provinces of Turkey. The study lasted 11 weeks and in the first two weeks, the teachers were explained what a positive error climate is and how it should be implemented. Then, the teachers were asked to prepare lesson plans according to the positive error climate framework program. These lesson plans were discussed by other participants and the researchers. The revised plans were implemented in the classrooms for seven weeks. At the end of the study, teachers' opinions about the implementation were obtainedthrough interviews and the data were subjected to content analysis using MAXQDA. When the results were analyzed, teachers evaluated the implementation as effective, fun, providing permanent learning and increasing self-confidence. On the other hand, they stated the negative aspects as insufficient time, difficulties in classroom management and causing mislearning. Most of the participating teachers stated that they would like to use the positive error climate in their future lessons.