What did the study do?
In this study, I examined how failure in the teaching and learning of mathematics develops over time. Through the analysis of two case studies, I showed that failure does not result from a single cause, but rather develops through the interactions among the student, the teacher, and the demands of the curriculum. I explored how interactions between students, teachers, and mathematical tasks shape the learning process and influence how students see themselves as learners of mathematics. I found that when learning focuses mainly on “getting the right answer” rather than understanding the meaning behind mathematical procedures, the risk of persistent failure increases. The study offers a new way of understanding how failure in mathematics develops and, in some cases, becomes entrenched.
Why is it important?
The study shows that failure in mathematics is not determined solely by students or their abilities. It is also shaped by the way teaching, classroom tasks, and curriculum demands interact with students’ patterns of learning. This perspective broadens responsibility for addressing mathematical failure and points to new ways of designing instruction that can help more students succeed. It also highlights the importance of creating learning opportunities in which students do more than apply rules—they explain, justify, and explore mathematical ideas.
Link for the full article: https://link.springer.com/article/10.1007/s10649-025-10404-1
Author: Einat Heyd-Metzuyanim
Research group’s website: https://einatlab.net.technion.ac.il/
