Teachers' perspectives on the erroneous solution method in teaching square root expressions

In the erroneous solution method, students engage with activities that include errors and aim to find and correct the errors. In this way, they learn mathematics by discovering the errors, and as a result, they may not repeat those misconceptions. The purpose of this study is to examine middle school teachers' perspectives on the students' errors in learning square root expressions and on the effectiveness of the erroneous solution method in teaching square roots. The study was designed as a case study and the data collection involved semi-structured interviews, that includes five erroneous solution activities for the teaching of square root, with twelve middle school mathematics teachers. The data were analyzed by conducting both content analysis and open coding methods. The results revealed that the teachers stated that the students had difficulties in learning square root and had many misconceptions on square root expressions. The participant teachers claimed that the reason for the difficulties of teaching square roots mainly was because of the students' misconceptions. The teachers, who examined the erroneous solution activities based on possible student errors, stated that this kind of activities may have a positive change in learning square roots and prevent students from repeating those errors, enhance permanent learning, provide feedback, develop a positive attitude, and develop crucial thinking skills.