To learn from an error, students must correct the error by engaging in sense-making activities around the error. Past work has looked at how supporting collaboration around errors affects learning. This paper attempts to shed further light on the role that collaboration can play in the process of overcoming an error. We found that good collaboration is more likely to happen after an error occurs "and" after a student has requested and discussed a hint with their partner than at either of these points separately. These finding suggest that cognitive support can enhance collaborative sense-making of errors.