Lecturers don't know everything: students listening to the thought processes of lecturers on unfamiliar ground.

This article examines an educational intervention in a level five undergraduate mathematics module at a post-92 university, where lecturers attempted unseen A-level mathematics problems live in front of students to demonstrate the problem-solving process, including making mistakes, getting stuck, and correcting errors. The main aim was to challenge students' perceptions of lecturers as infallible mathematicians and to normalize struggle and error-making as part of mathematical learning. Student responses collected via questionnaires and focus groups indicated that while many were initially surprised to see lecturers struggle, the session helped about half of them feel more comfortable with making mistakes and tackling unfamiliar problems, fostering a more realistic and relatable view of lecturers. However, some students preferred traditional content delivery, and concerns were raised about potential impacts on lecturers' perceived credibility. The study highlights the delicate balance in presenting lecturers' fallibility to support student development without undermining authority, suggesting such activities can positively influence mathematical resilience if carefully implemented.