Primary Students' Experiences of Formative Feedback in Mathematics

Autor/in	Green, Jenny
Titel	Primary Students' Experiences of Formative Feedback in Mathematics
Quelle	In: Education Inquiry, 14 (2023) 3, S.285-305 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Green, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20004508.2021.1995140
Schlagwörter	Elementary School Students; Student Experience; Formative Evaluation; Feedback (Response); Mathematics Education; Grade 2; Learner Engagement; Student Attitudes + Suchen Sie Ihr Suchwort? Studienerfahrung; Mathematische Bildung; School year 02; 2. Schuljahr; Schuljahr 02; Schülerverhalten
Abstract	Feedback does not always engage students. To better understand why this happens, the present study analysed Grade 2 (7- to 8-year-old) students' experiences of formative feedback in mathematics to identify aspects with potential importance for student engagement. The researcher processed the students' experiences with the help of stimulated recall and semi-structured interviews. Most of the students appreciated feedback that focused on the process, instead of simply offering solution methods. However, due to a conflict between teachers and students regarding the social and socio-mathematical norms, some of the students did not understand the purpose while others wanted the teacher to state the solution method. This shows that it is important not only which norms are established, but also that this is done at an early stage. Thus, both teachers and students need to understand and accept the norms, and potentially establish new norms, if the current ones are counterproductive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01