Feedback as Explicit Instruction: Conceptual and Procedural Feedback in Lower Secondary Mathematics Lessons

• In Event: 47.095 - MTCC Roundtable Session 19
  In Roundtable Session: 47.095-12 - Facilitating Mathematics Discourse: Classroom Conventions and Teacher Tensions

Abstract

This study investigates feedback provided in 164 mathematics lessons across 48 Norwegian lower secondary classrooms, focusing on feedback aligned with a recent conceptualization of explicit instruction. By systematically comparing instruction where conceptual feedback is and is not provided, we identify situations capitalized upon by some teachers to provide students with conceptual feedback; we then use Schoenfeld’s decision-making framework to identify reasons for variations in the material. Results show that teachers providing feedback addressing students’ conceptual understanding are rare. Further, in contrast to other teachers, these teachers quickly notice and address student misconceptions, and stress the importance of understanding and mathematical struggle.

Author

• Roar Bakken Stovner, University of Oslo