The purpose of this study is to examine the methods used by university students to teach mock lessons that aim to change children's fixed ideas about incorrect answers. The research method involved investigating changes in mock lessons given by university students and conducting tests to predict mistakes made by elementary school students. The results of the survey are as follows. (1)The mock lessons given by university students have grown to be learner-centered. (2) It was found that it was difficult for university students to imagine how elementary school students would explain things.
