Saying “Avoidable Mistakes” Instead of “Careless Errors” — And Why It Matters
When I was a middle school math teacher, I taught dozens of bright, hardworking students every year. Some were lightning-fast with calculations, others thrived on using logic, and a few had that rare knack for explaining math concepts in their own words. But nearly all of them, regardless of natural talent, made mistakes.
I will admit that some of the mistakes I saw would lead me to a deep sigh. (Dramatic, yes. But true.) I’m talking about subtracting instead of adding, misreading a sign, forgetting a negative, or skipping a step when distributing.
These are the mistakes we often refer to as “careless errors.”
But somewhere along the line, about ten years into my teaching career, I stopped using that phrase. I began calling them “avoidable mistakes” instead. And I haven’t looked back since.
Why Language Matters
Here’s the thing: “careless errors” sounds like a character flaw. It implies the student isn’t paying attention, doesn’t care enough, or is simply being lazy. That’s rarely the case. Most of the students I’ve worked with care deeply about getting things right. But in moments of pressure, like timed quizzes or homework done after soccer practice, it’s easy to rush, misread, or skip a step.
When we label those slip-ups as careless, we unintentionally shift the focus from the strategy (what the student can change) to the personality (something the student might feel they can’t change). “Avoidable mistakes,” on the other hand, invites students to reflect and grow. It says, “This can happen to anyone, but with the right habits, you can prevent it next time.”
A Real Example from 7th Grade Pre-Algebra
Take this classic 7th grade pre-algebra problem:
Simplify: 3(x + 4) – 2x
A student might do the following:
Incorrect Work:
3(x + 4) – 2x
= 3x + 4 – 2x
= x + 4
The mistake? They correctly distributed the 3 to get 3x + 12, but instead wrote +4 instead of +12. That’s not because they don’t understand the math. It’s an avoidable mistake caused by rushing the distribution step.
Now imagine telling that student, “You made a careless error.” They’ll likely feel deflated. But say, “That’s an avoidable mistake. We just need to slow down during distribution,” and you’ve opened the door to reflection, practice, and progress.
What Does a Good Tutor Do?
At SuperTutors, we teach students how to catch and prevent avoidable mistakes. That starts with creating a judgment-free zone where kids can admit what tripped them up, and then build strategies to fix it.
We help students:
Double-check their signs and operations
Annotate their steps
Talk through their reasoning
Spot patterns in the kinds of mistakes they tend to make
Nobody’s immune to avoidable mistakes. The key is learning how to notice them, understand them, and prevent them. That’s how real learning happens.