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.
Explanation, Formative feedback, Mathematics, Problem Solving
Primary Language | English |
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Subjects | Social |
Journal Section | Articles |
Authors | |
Publication Date | September 3, 2021 |
Published in Issue | Year 2021, Volume 8, Issue 3 |
Bibtex | @research article { ijcer845288, journal = {International Journal of Contemporary Educational Research}, issn = {}, eissn = {2148-3868}, address = {}, publisher = {Muhammed ZİNCİRLİ}, year = {2021}, volume = {8}, pages = {133 - 151}, doi = {10.33200/ijcer.845288}, title = {Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process}, key = {cite}, author = {Toker, Zerrin} } |
APA | Toker, Z. (2021). Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process . International Journal of Contemporary Educational Research , 8 (3) , 133-151 . DOI: 10.33200/ijcer.845288 |
MLA | Toker, Z. "Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process" . International Journal of Contemporary Educational Research 8 (2021 ): 133-151 <http://ijcer.net/en/pub/issue/64631/845288> |
Chicago | Toker, Z. "Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process". International Journal of Contemporary Educational Research 8 (2021 ): 133-151 |
RIS | TY - JOUR T1 - Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process AU - Zerrin Toker Y1 - 2021 PY - 2021 N1 - doi: 10.33200/ijcer.845288 DO - 10.33200/ijcer.845288 T2 - International Journal of Contemporary Educational Research JF - Journal JO - JOR SP - 133 EP - 151 VL - 8 IS - 3 SN - -2148-3868 M3 - doi: 10.33200/ijcer.845288 UR - https://doi.org/10.33200/ijcer.845288 Y2 - 2021 ER - |
EndNote | %0 International Journal of Contemporary Educational Research Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process %A Zerrin Toker %T Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process %D 2021 %J International Journal of Contemporary Educational Research %P -2148-3868 %V 8 %N 3 %R doi: 10.33200/ijcer.845288 %U 10.33200/ijcer.845288 |
ISNAD | Toker, Zerrin . "Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process". International Journal of Contemporary Educational Research 8 / 3 (September 2021): 133-151 . https://doi.org/10.33200/ijcer.845288 |
AMA | Toker Z. Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process. International Journal of Contemporary Educational Research. 2021; 8(3): 133-151. |
Vancouver | Toker Z. Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process. International Journal of Contemporary Educational Research. 2021; 8(3): 133-151. |
IEEE | Z. Toker , "Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process", International Journal of Contemporary Educational Research, vol. 8, no. 3, pp. 133-151, Sep. 2021, doi:10.33200/ijcer.845288 |
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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868