Abstract
This study investigates patterns exhibited by pre-service teachers (PSTs) while practicing feedback in response to students’ solutions on a procedure-based mathematics assessment. First, we developed an analytical framework for understanding mathematics PSTs’ written feedback. Second, we looked into how a learning module on a multimedia platform influenced PSTs’ feedback, and identified the ways in which PSTs subsequently revised their initial written feedback. From this analysis, we derived an operational list of emergent patterns of PSTs’ written and content-specific feedback. Our findings suggest that PSTs, in general, are likely to improve their written feedback when they engage in reviewing student work, and have the chance to write and revise their feedback. We also discuss some patterns of PSTs’ initial feedback that did change with practice, and other patterns that persisted, suggesting the need for further guidance and practice in providing students with written feedback.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Electronic Journal of Mathematics Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
