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Tytuł pozycji:

Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process

Tytuł:
Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process
Autorzy:
Toker, Zerrin (ORCID 0000-0001-9660-0403)
Temat:
Formative Evaluation
Feedback (Response)
Problem Solving
Mathematics Education
Elementary School Students
Foreign Countries
Teaching Methods
Grade 4
Język:
English
Źródło:
International Journal of Contemporary Educational Research. Sep 2021 8(3):131-149.
Dostępność:
International Journal of Contemporary Educational Research. e-mail: ; Web site: http://ijcer.net
Recenzowane naukowo:
Y
Page Count:
20
Data publikacji:
2021
Typ dokumentu:
Journal Articles
Reports - Research
Tests/Questionnaires
Education Level:
Elementary Education
Grade 4
Intermediate Grades
ISSN:
2148-3868
Abstractor:
As Provided
Data wpisu:
2021
Numer akcesji:
EJ1312412
Czasopismo naukowe
This study aims to elicit the role of formative feedback in the development of students in a mathematical problem-solving process. For this purpose, the study's primary process is to investigate the development of elementary school students (aged 10 to 11) through feedback given during a problem-solving process. While visually engaged in the sub-processes expressing a problem situation and describing their thinking structures in writing, three different dimensions are addressed: communicating visually what they understood from the problem; expressing their thoughts about solution; and creating explanations regarding their solution process. The six-week embedded mixed method study reveals that students' explanations of their thinking processes developed towards the expectations. They were able to depict the problem and the relationships involved in the problem more clearly in their drawings to understand the problem. They made fewer mistakes in mathematical operations.

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