Literaturnachweis - Detailanzeige
Autor/inn/en | Lee, Mi Yeon; Lim, Woong |
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Titel | Investigating Patterns of Pre-Service Teachers' Written Feedback on Procedure-Based Mathematics Assessment Items |
Quelle | In: International Electronic Journal of Mathematics Education, 15 (2020) 1, (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1306-3030 |
Schlagwörter | Preservice Teachers; Feedback (Response); Test Items; Behavior Patterns; Written Language; Revision (Written Composition); Teacher Student Relationship; Cognitive Development; Metacognition; Learning Motivation; Mathematics Education; Formative Evaluation; Elementary School Teachers; Secondary School Teachers; Instructional Effectiveness; Multimedia Instruction Test content; Testaufgabe; Geschriebene Sprache; Korrektur; Teacher student relationships; Lehrer-Schüler-Beziehung; Kognitive Entwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Motivation for studies; Lernmotivation; Mathematische Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Multimediales Lernen |
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. (As Provided). |
Anmerkungen | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |