Understanding Students’ Mathematical Thinking and Attitudes: The Role of Error Analysis and Constructive Pedagogical Support in Secondary Mathematics

Abstract

This thesis examines the understanding of students’ mathematical thinking during mathematics lessons, the observation of their ways of reasoning while solving problems and completing mathematical exercises, and the organization of pedagogical approaches that correspond to their thinking processes. Students’ attitudes toward mathematics, fear of making mistakes, difficulties in finding solutions independently, and the attitudes of adults around them are analyzed as important factors influencing their mathematical activity. The thesis also emphasizes the importance of teachers assessing students’ responses not only in terms of whether the final answer is correct or incorrect, but also by identifying how students reasoned, which method they used to solve a problem, and at which stage they encountered difficulties. It is emphasized that mathematical errors should not be treated as a means of punishment, but rather as an opportunity to identify students’ thinking processes and improve subsequent educational activities.