**Mistakes Free Math [MFM] Inadvertent Impacts**

The *MISTAKES FREE Math Inadvertent Impacts* describes potential impacts of mistake free math content delivery on student success - *perceptions about learning from mistakes*.

*What impact does mistake free math lectures, presentations, tutoring sessions, videos, webinars, etc. have on student’s perceptions about Algebra success - learning from making Math mistakes?*

*Mistake FREE Math [ MFM] Presentations Inadvertently Impacts students in three ways:*

- Leaves students with a false impression or misconception about the power and learning value of making mistakes during Math problem-solving process.
- Promotes a negative perception about the process of learning from Math mistakes.
- Disseminates an unconscious message to students: “
*one solves**Algebra problems with minimal to no mistakes!*”

**MFM presentations leaves students with a false impression or misconception about the learning value of making mistakes during the Math problem-solving process.** Presentation might include in person class lectures, online instructional videos, online problem solutions, PowerPoint presentations, webinars, tutoring sessions, etc. Logically speaking, students get the impression that they too will not make many mistakes doing their math homework or class exercises. It may also leave them with a false perception about the positive influence of mistakes on the learning process. They miss out on how mistakes are natural and normal. True problem-solvers learn from making mistakes; they should learn from them regularly. Concurrently, students learn about the different intricacies of the problem-solving process.

**MFM presentations promotes a negative perception about the process of learning from Math mistakes**.

Unfortunately, many students don’t have a real or true perception about how to learn or what learning mathematics takes. In reality, it takes many mistakes. It takes many mistakes on early on to minimize them later. Moreover, this incorrect perception interrupts a student’s ability to get on the path of competence through basic skills mastery.

For preplanned lectures, many students learn using technology like Smart boards, PowerPoint slides, and YouTube videos, to name a few. Typically, these presentations show little to no mistakes and correcting those mistakes. As a matter of fact, the presenters rarely make any mention of mistakes or how to correct mistakes. Therefore, it may be fair to say a student’s frequent contact with mistake free presentations increases with the use of preplanned lectures using technology.

Note here that technology itself is not a problem. Also note, using the technology is not a problem. What is the problem then? The problem arises when educators present flawless mathematics work and expects students to figure out that flawless work presentations supports a false math learning perception.

**MFM presentations disseminates an unconscious message to students: “ solve Algebra problems with minimal mistakes!”**

I recall from middle school forward, rarely did I complete mathematics homework problems or in class assignments flawlessly.

During my undergraduate years, I recall in absolute amazement how my college professors would go lecture and do problems with few mistakes; some of them used notes.

At the time, I didn’t give much thought to how positively or negatively watching mistake free problems might impact me. Impact what? Impact my problem-solving competence and grit. Like most students, I didn’t give it any thought.

After years of working with student in different roles – teacher, instructor, tutor, academic coach, trainer – I am confident mistake free explanations give students a false impression about the problem-solving or learning process. As a result, students are more afraid of being wrong than learning how or why they were wrong. They have too much pressure from the expectation to do their work perfectly – making few to now mistakes along the way.

Today, student fears of being wrong in the Math problem solving process indicates the negative influence of a mistake free problem solving or learning process. This student fear of being wrong impact proficiency, learning mindset, growth mindset, and more.

Please do share your comments, thoughts, experiences, or suggestions.