The purpose of this study was to figure out the change in the error correction of mathematics learners when using audiovisual material in addition to learners writing their own correction notes after error correction guidance led by the teacher. The results found through the interviews and question analyses are as follows. (1) In this case, where it’s difficult for a student to correct multiple mistakes at a time, we can consider the use of the audiovisual material. (2) It is possible to present the audio-visual materials to students who have trouble paying attention to the teacher’s instructions, or to students who are ashamed or afraid to ask the teacher for more help. (3) It is also possible to present the audio-visual materials, in which their peers explain the solution process step-by-step at a relatively slow speed, to students who have forgotten the teacher’s explanation of the questions. (4) Utilizing the audiovisual material on the peer correction notes was helpful on familiar or easy questions answered incorrectly and helpful for students who found it difficult or cumbersome to write correction notes on their own. (5) Writing their own correction notes after error correction guidance is more effective and better to the unfamiliar question students had not seen in textbooks and the questions step-by-step breakdown. In addition, students can share the frustration caused by errors and figure out the process again to resolve the problem with their peers, so they can have a positive attitude in mathematics class. The meaningful results can be found in this regard.