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Performance Monitoring in Mathematics Learning and Assessment: Error Prediction, Feedback, and the Emotional Burden of Error

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Title: Performance Monitoring in Mathematics Learning and Assessment: Error Prediction, Feedback, and the Emotional Burden of Error
Language: English
Authors: Minkang Kim (ORCID 0000-0002-1864-2920), Christopher Duncan, Derek Sankey (ORCID 0000-0003-1523-2552)
Source: Mind, Brain, and Education. 2026 20(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Feedback (Response), Mathematics Education, Error Patterns, Error Correction, Brain, Secondary School Students, Computer Assisted Instruction, Mathematics Achievement, Mathematics Skills, Cognitive Processes
DOI: 10.1111/mbe.70030
ISSN: 1751-2271
1751-228X
Abstract: ABSTRACT We learn from our mistakes, often through external feedback. However, there is little research into the intertwining of a student's neural "error-monitoring" and their monitoring of external feedback ("feedback-monitoring"), or how error feedback received from external sources is experienced emotionally. This study, conducted in the natural setting of the student's school, investigated the neural temporal dynamics of error-monitoring (ERN, Pe) and feedback-monitoring (FRN, P3b, LPP) in 23 15-year-old students engaging with computer-based mathematics tasks that provided real-time feedback. Additionally, the study examined the relationship between these neural processes and mathematics performance, and the emotions induced by error feedback. The findings tentatively suggest the brain's predictive processes in error-monitoring (ERN) are crucial in enabling feedback messages to undergo extended neural processing (P3b, LPP), while a larger P3b amplitude following error feedback correlates with superior mathematics performance, and sustained neural processing of error feedback correlates with reduced emotional burden of error (EBE).
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498568
Database: ERIC
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  Data: Performance Monitoring in Mathematics Learning and Assessment: Error Prediction, Feedback, and the Emotional Burden of Error
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  Data: <searchLink fieldCode="AR" term="%22Minkang+Kim%22">Minkang Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1864-2920">0000-0002-1864-2920</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Duncan%22">Christopher Duncan</searchLink><br /><searchLink fieldCode="AR" term="%22Derek+Sankey%22">Derek Sankey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1523-2552">0000-0003-1523-2552</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Brain%22">Brain</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink>
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  Data: 10.1111/mbe.70030
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  Data: ABSTRACT We learn from our mistakes, often through external feedback. However, there is little research into the intertwining of a student's neural "error-monitoring" and their monitoring of external feedback ("feedback-monitoring"), or how error feedback received from external sources is experienced emotionally. This study, conducted in the natural setting of the student's school, investigated the neural temporal dynamics of error-monitoring (ERN, Pe) and feedback-monitoring (FRN, P3b, LPP) in 23 15-year-old students engaging with computer-based mathematics tasks that provided real-time feedback. Additionally, the study examined the relationship between these neural processes and mathematics performance, and the emotions induced by error feedback. The findings tentatively suggest the brain's predictive processes in error-monitoring (ERN) are crucial in enabling feedback messages to undergo extended neural processing (P3b, LPP), while a larger P3b amplitude following error feedback correlates with superior mathematics performance, and sustained neural processing of error feedback correlates with reduced emotional burden of error (EBE).
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        Value: 10.1111/mbe.70030
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Brain
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
    Titles:
      – TitleFull: Performance Monitoring in Mathematics Learning and Assessment: Error Prediction, Feedback, and the Emotional Burden of Error
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            NameFull: Minkang Kim
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            NameFull: Christopher Duncan
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            NameFull: Derek Sankey
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              Type: published
              Y: 2026
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              Value: 1751-2271
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