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

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dc.contributor.author Toker, Zerrin
dc.date.accessioned 2022-03-04T17:58:29Z
dc.date.available 2022-03-04T17:58:29Z
dc.date.issued 2021
dc.identifier.issn 2148-3868
dc.identifier.uri http://hdl.handle.net/10.33200/ijcer.845288
dc.description.abstract 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. en_US
dc.language.iso en en_US
dc.publisher Muhammed ZİNCİRLİ en_US
dc.subject Explanation en_US
dc.subject Formative feedback en_US
dc.subject Mathematics en_US
dc.subject Problem Solving en_US
dc.title Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process en_US
dc.type Article en_US
dc.relation.journal International Journal of Contemporary Educational Research en_US
dc.identifier.issue 3 en_US
dc.identifier.startpage 133 en_US
dc.identifier.endpage 151 en_US
dc.identifier.volume 8 en_US


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