hkr.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Formative feedback on primary students’ mathematical reasoning
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0002-3251-6082
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study aimed to investigate the use of an approach, where heuristics for mathematical problem solving is taught by the use of process level formative feedback (Hattie & Timperley, 2007; Shute, 2008). This means that (detailed, domain-specific, and situation-specific) feedback is provided on students’ attempts to solve mathematical problems, so that heuristics are taught not as general rules or in the abstract, and that the feedback only addresses those shortcomings that are identified in the specific situation, to avoid excessive and/or overwhelming information. Such an approach requires, however, that teachers are able to accurately assess students’ solutions, as well as their reasoning, and provide feedback that may aid the students in developing their problem-solving skills. In order to support the teachers, they were provided with a scoring rubric for mathematical reasoning, which could help them in assessing student performance, as well as supporting them in providing future-directed feedback (or “feedforward”) (Panadero & Jonsson, 2013; Smit & Birri, 2017). Specifically, this study investigated: (a) how the teachers provided feedback to the students with the support of a rubric, and (b) how students’ reasoning was affected by this feedback.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Assessment, Feedback, Mathematics, Reasoning, Rubrics
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-19746OAI: oai:DiVA.org:hkr-19746DiVA, id: diva2:1341075
Conference
European Association for Research on Learning and Instruction (EARLI)
Available from: 2019-08-07 Created: 2019-08-07 Last updated: 2019-08-07

Open Access in DiVA

No full text in DiVA

Search in DiVA

By author/editor
Jönsson, Anders
By organisation
Research environment Learning in Science and Mathematics (LISMA)
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 6 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf