Mistakes are at the crux of daily classroom learning. This is the case even in the earliest grades. While the instructional value of mistakes is wellknown among educators, little research documents how young children experience mistakes in real-world school settings. In the present study, I conducted semi-structured interviews with 25 Kindergarten…

We examined the associations of cognitive skills, math-related emotions and beliefs, and gender with responses to an arithmetic fluency intervention. Elementary school children with dysfluent arithmetic skills (N=69) participated in an arithmetic fluency intervention (with and without self-efficacy support) implemented in small groups in schools…