Abstract
Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms. We investigated how 47 teachers provided feedback in 172 mathematics lessons in Norwegian lower secondary schools. We analyzed the quality of feedback, the quantity of feedback, and whether the feedback addressed students’ procedural skills, conceptual understanding, or engagement in mathematical practices. Teachers spent large amounts of time providing concrete and specific feedback, most of it addressing procedural skills while conceptual feedback was less common. The study highlights details of feedback relevant for both pre- and inservice mathematics teacher training.
Highlights
Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms
We analyzed the quality of feedback, the quantity of feedback, and whether the feedback addressed students’ procedural skills, conceptual understanding, or engagement in mathematical practices
Mathematics educators and curricula stress that mathematical competency includes procedural skills, conceptual understanding, and the ability to engage in mathematical practices such as problem-solving, proving, and mathematical modeling (Ball, 2003; Burkhardt & Schoenfeld, 2019; Hiebert & Grouws, 2007; Ministry of Education and Research, 2015 [UDIR]; Moschkovich, 2013; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010 [NGACBP])
Summary
Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms. The field needs studies of the feedback from in situ and authentic mathematics classrooms because this might give important information on the kinds of mathematical learning opportunities teacher feedback grants students This can aid mathematics teachers and teacher educators by showing the possible feedback practices available, including best-practice examples, and provide guidance about where to focus teacher development efforts. 2014; Voerman et al, 2012) Such studies provide information on possibly very important aspects of feedback, but no information on how teachers' feedback practices support students’ development of the mathematical competencies that current mathematics curricula specify. To describe how teachers focus on the different mathematical competencies in feedback, we conducted a qualitative analysis of feedback instances in the videorecorded lessons This afforded us to chart the amount of time teachers spend in feedback conversations with students and in which activity formats. (3) To what extent and how do teachers in mathematics classrooms provide feedback focusing on procedural skills, conceptual understanding, and mathematical practices?
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