Performance Monitoring in Mathematics Learning and Assessment: Error Prediction, Feedback, and the Emotional Burden of Error
Saved in:
| Title: | Performance Monitoring in Mathematics Learning and Assessment: Error Prediction, Feedback, and the Emotional Burden of Error |
|---|---|
| Language: | English |
| Authors: | Minkang Kim (ORCID |
| 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 |
| 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). |
|---|---|
| ISSN: | 1751-2271 1751-228X |
| DOI: | 10.1111/mbe.70030 |
