Abstract
: Providing feedback to the student responses in the oral questioning process is an essential element in helping the students to understand the concept of mathematics. This study was conducted to describe the types of feedback given by primary school mathematics teachers regarding the student response in the oral questioning process when teaching mathematics. This qualitative study employed a multiple case study research design. The data was obtained through observation methods, interviews, document analysis, and field notes. The data collected was analyzed using the constant comparative analysis method to obtain the themes and sub-themes within the primary data. The selection of the study participants used the purposive sampling method, resulting in a total of six primary school mathematics teachers consisting of three new teachers and three experienced teachers. This study found that both the novice and experienced teachers provided a variety of feedback for the students' responses to the oral questioning activities during the mathematics teaching process, such as repeated trial feedback, explanatory feedback and easier questions feedback. This research provides a deeper understanding of how the different types of feedback given by the teachers as part of the oral questioning activities helps the students to stimulate their thinking.
Highlights
Feedback is one of the essential elements found in the oral questioning process, where feedback acts as a response given to the students after the students answer the questions posed to them(Mahmud & Yunus, 2018)
Various categories arise related to the type of feedback identified by the researcher where each of the types of feedback has a purpose and role in terms of helping the mathematics teaching process go smoother
As a result of the analysis conducted, this study determined there to be three types of feedback used by new teachers and experienced teachers in their mathematics teaching process
Summary
Feedback is one of the essential elements found in the oral questioning process, where feedback acts as a response given to the students after the students answer the questions posed to them(Mahmud & Yunus, 2018). Cotton (2013)used the term 'formative feedback,' defined as information presented to the students to modify their thinking or behavior to enhance their learning. Cotton (2013)used the term 'formative feedback,' defined as information presented to the students to modify their thinking or behavior to enhance their learning. The formation of self-regulation refers to how the students can control aspects of their thinking, motivation, and behavior while learning (Veon, 2016). Cotton (2013) outlined seven principles of good feedback practice when implementing the teaching process: i. Facilitates the development of self-assessment (reflection) in learning. Communicates high-quality information to the students about their learning. Encouragesa discussion between the teachers and their peers during the teaching process by always asking for the students' clarification of their responses. V. Promotes positive motivational beliefs and self-esteem. Provides information to the teachers that can be used to help shape their teaching
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