How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students' Conceptual Development: Two Case Studies

Autor/in	Rezat, Sebastian
Titel	How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students' Conceptual Development: Two Case Studies
Quelle	In: ZDM: Mathematics Education, 53 (2021) 6, S.1433-1445 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rezat, Sebastian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-021-01263-0
Schlagwörter	Automation; Feedback (Response); Electronic Publishing; Textbooks; Mathematics Materials; Mathematical Concepts; Concept Formation; Probability; Problem Solving; Affordances; Elementary School Students; Grade 3; Electronic Learning; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Textbook; Text book; Schulbuch; Lehrbuch; Mathematische Tafel; Concept learning; Begriffsbildung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Problemlösen; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Deutschland
Abstract	One of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students' solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students' individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel's theory of the instrument and Vergnaud's theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students' learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01