Primary students’ experiences of formative feedback in mathematics

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 student...

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Autor principal:	Jenny Green
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	formative feedback mathematics primary students socio-mathematical norms student engagement student views Education (General) L7-991
Acceso en línea:	https://doaj.org/article/f7232bfbe66e4cb98fcac3b01c398962
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spelling	oai:doaj.org-article:f7232bfbe66e4cb98fcac3b01c3989622021-11-17T14:21:57ZPrimary students’ experiences of formative feedback in mathematics2000-450810.1080/20004508.2021.1995140https://doaj.org/article/f7232bfbe66e4cb98fcac3b01c3989622021-11-01T00:00:00Zhttp://dx.doi.org/10.1080/20004508.2021.1995140https://doaj.org/toc/2000-4508Feedback 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.Jenny GreenTaylor & Francis Grouparticleformative feedbackmathematicsprimary studentssocio-mathematical normsstudent engagementstudent viewsEducation (General)L7-991ENEducation Inquiry, Vol 0, Iss 0, Pp 1-21 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	formative feedback mathematics primary students socio-mathematical norms student engagement student views Education (General) L7-991
spellingShingle	formative feedback mathematics primary students socio-mathematical norms student engagement student views Education (General) L7-991 Jenny Green Primary students’ experiences of formative feedback in mathematics
description	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.
format	article
author	Jenny Green
author_facet	Jenny Green
author_sort	Jenny Green
title	Primary students’ experiences of formative feedback in mathematics
title_short	Primary students’ experiences of formative feedback in mathematics
title_full	Primary students’ experiences of formative feedback in mathematics
title_fullStr	Primary students’ experiences of formative feedback in mathematics
title_full_unstemmed	Primary students’ experiences of formative feedback in mathematics
title_sort	primary students’ experiences of formative feedback in mathematics
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/f7232bfbe66e4cb98fcac3b01c398962
work_keys_str_mv	AT jennygreen primarystudentsexperiencesofformativefeedbackinmathematics
_version_	1718425521782521856

Primary students’ experiences of formative feedback in mathematics

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