Examination of Secondary School Mathematics Teachers' Feedbacks Used in Lesson Processes According to Grade Levels

Abstract

In this study, it was aimed to determine the types of feedback used by middle school mathematics teachers in classroom lesson processes and to determine how feedbacks differ according to grade level. For this purpose, the special case method, one of the qualitative research methods, was used in the research. The participants of the research are three mathematics teachers working in the same public school in Kaynarca district of Sakarya province. The data collection tools are the observation form prepared based on the feedback classification of Tunstall and Gipps (1996) translated into Turkish by Köğce (2012) and video recordings in which the lessons observed are recorded. Within the scope of the research, a total of 32 lesson hours, 8 lessons per classroom level, were recorded with a camera in the classes where three mathematics teachers taught. Descriptive analysis method was used to analyze the data. In the study, it was found that the most used type of feedback from the evaluative feedbacks was approval, and the punishment feedbacks were almost never used. It was seen that the most frequently used feedbacks from descriptive feedback form were the development path and the indication of the improvement. As a result of the research, it was observed that the preferences of mathematics teachers to use evaluative feedback in 5th and 6th grades tended towards to use descriptive feedback in 7th and 8th grades.