Learning mathematics from erroneous example in individual and collaborative setting: is it effective to facilitate students’ mathematical disposition?

Learning mathematics from an erroneous example—worked example contains error—in individual and collaborative setting could be potential to facilitate students’ mathematical disposition through activities such as find, explain, and correct the errors as well as solve a problem similar to the erroneous example. This study was intended to examine the effectiveness of learning mathematics from the erroneous example in individual and collaborative setting with regards to students’ mathematical disposition. This quasi-experimental research with non-equivalent group pre-test and post-test design employed a 30 items-questionnaire to gather data of mathematical disposition. The participants were 45 students of grade 11 th in the one of public senior high school in Yogyakarta. The collected data of students’ mathematical disposition then were examined by using paired samples t-test, one sample t-test, and one-proportion z-test. This study revealed that learning mathematics from erroneous example could not significantly facilitate students’ mathematical disposition in both individual and collaborative setting. The possible reasons behind these findings are discussed.