Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-9pm4c Total loading time: 0 Render date: 2024-04-28T18:13:21.426Z Has data issue: false hasContentIssue false

8 - Instructional Feedback in Mathematics

from Part II - Domain-Specific Feedback

Published online by Cambridge University Press:  02 November 2018

By
Marian Small  and
Amy Lin
Edited by
Anastasiya A. Lipnevich  and
Jeffrey K. Smith
Anastasiya A. Lipnevich
Affiliation:
Queens College and the Graduate Center, City University of New York
Jeffrey K. Smith
Affiliation:
University of Otago, New Zealand
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Instructional Feedback , pp. 169 - 190
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Attali, Y. (2015). Effects of multiple-try feedback and question type during mathematics problem solving on performance in similar problems. Computers & Education, 86, 260–267.Google Scholar
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.CrossRefGoogle Scholar
Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213–238.Google Scholar
Bee, S. N., & Kaur, B. (2014). Using enhanced feedback to improve the learning of mathematics. The Mathematics Educator, 15, 101–110.Google Scholar
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. The Phi Delta Kappan, 80, 139–44.Google Scholar
Bush, W. S. (1989). Mathematical anxiety in upper elementary school teachers. School Science and Mathematics, 89, 499–509.Google Scholar
Butler, A. C., Godbole, N., & Marsh, E. J. (2013). Explanation feedback is better than correct answer feedback for promoting transfer of learning. Journal of Educational Psychology, 105, 290–298.CrossRefGoogle Scholar
Common Core State Standards Initiative. (2010). Common Core State Standards for Mathematics. Retrieved from www.corestandards.org/wp-content/uploads/Math_Standards1.pdf.Google Scholar
Confrey, J. (1990). A review of the research on student conceptions in mathematics, science, and programming. Review of Research in Education, 1, 3–55.Google Scholar
Fazio, L., & Siegler, R. (2011). Teaching fractions. Belley, France: Gonnet Imprimeur.Google Scholar
Hadley, K., & Dorward, J. (2011). The relationship among elementary teachers’ mathematics anxiety, mathematics instructional practices, and student mathematics achievement. Journal of Curriculum & Instruction, 5(2), 27–44.Google Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.Google Scholar
Hodgen, J., & Wiliam, D. (2006). Mathematics inside the black box: Assessment for learning in the mathematics classroom. London: NFER-Nelson.Google Scholar
Karp, K. S. (1991). Elementary school teachers’ attitudes toward mathematics: The impact on students’ autonomous learning skills. School Science and Mathematics, 91, 265–270.CrossRefGoogle Scholar
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284.Google Scholar
Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61, 21–34.CrossRefGoogle Scholar
Meikle, E. M. (2016). Selecting and sequencing students’ solution strategies. Teaching Children Mathematics, 23, 226–234.Google Scholar
Núñez-Peña, M., Bono, R., & Suárez-Pellicioni, M. (2015). Feedback on students’ performance: A possible way of reducing the negative effect of math anxiety in higher education. International Journal of Educational Research, 70, 80–87.Google Scholar
Rakoczy, K., Harks, B., Klieme, E., Blum, W., & Hochweber, J. (2013). Written feedback in mathematics: Mediated by students’ perception, moderated by goal orientation. Learning and Instruction, 27, 63–73.Google Scholar
Roos, B., & Hamilton, D. (2005). Formative assessment: A cybernetic viewpoint. Assessment in Education Principles Policy and Practice, 12, 7–20.Google Scholar
Schroth, M. L. (1992). The effects of delay of feedback on a delayed concept formation transfer task. Contemporary Educational Psychology, 17, 78–82.Google Scholar
Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematical discussions. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
Tchoshanov, M., Cruz, M. D., Huereca, K., Shakirova, K., Shakirova, L., & Ibragimova, E. N. (2017). Examination of lower secondary mathematics teachers’ content knowledge and its connection to students’ performance. International Journal of Science & Math Education, 15, 683–702.Google Scholar
Welder, R. M. (2012). Improving algebra preparation: Implications from research on student misconceptions and difficulties. School, Science and Mathematics, 112, 255–264.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×