Feedback in Mathematics Classrooms

Journal article in Teaching and Teacher Education, February 2022. Roar Bakken Stovner, Kirsti Klette.

Title

"Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms."

Full article on ScienceDirect.com. 

Abstract

Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how mathematics teachers enact feedback in classrooms. We investigated how 47 teachers provided feedback in 172 mathematics lessons in Norwegian lower secondary schools. We analyzed the quality of feedback, the quantity of feedback, and whether the feedback addressed students’ procedural skills, conceptual understanding, or engagement in mathematical practices. Teachers spent large amounts of time providing concrete and specific feedback, most of it addressing procedural skills while conceptual feedback was less common. The study highlights details of feedback relevant for both pre- and inservice mathematics teacher training.

Full info

Stovner, R. B. & Klette, K. (2022). "Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms" in Teaching and Teacher Education, Volume 110. 
https://doi.org/10.1016/j.tate.2021.103593.

Published Feb. 1, 2022 3:50 PM - Last modified Mar. 4, 2022 11:29 AM