Examining Errors and Framing Feedback

Autor/inn/en	Luebeck, Vanoli; Lindsay, Jennifer
Titel	Examining Errors and Framing Feedback
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 8, S.616-623 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Formative Evaluation; Educational Research; Feedback (Response); Peer Evaluation; Error Patterns; Misconceptions; Mathematical Concepts; Evaluation Methods; Student Attitudes; High Schools; Cooperative Learning; Error Correction; Algebra; Classroom Research; Geometry + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bildungsforschung; Pädagogische Forschung; Fehlertyp; Missverständnis; Schülerverhalten; High school; Oberschule; Kooperatives Lernen; Korrektur; Geometrie
Abstract	This article describes a carefully structured exploration of formative assessment, conducted in the form of a classroom research experiment. The authors are an instructor and a student in a graduate course that assigned teachers to research formative assessment strategies, implement one or more strategies for several weeks, collect data from multiple sources, and develop data-based conclusions regarding effectiveness. The example reported in this article explores an approach that integrates elements of error analysis and peer feedback, inspired by two strategies often referred to as My Favorite Number and Hand It In, Pass It Out. These approaches encourage students to analyze one another's work and engage in reflection and reporting as they identify and explore errors and misconceptions that arise in the mathematical process. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01