Opportunity to Revise: Effects of Corrective or Directive Feedback on Fraction Arithmetic Performance

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Section 1C Mathematics Roundtable Two (Table 5)

Abstract

Prior work demonstrates that providing feedback and the opportunity to revise leads students to correct their mistakes and improve performance. We build upon that work by examining the effects of feedback with the opportunity to revise on fraction arithmetic problems. This study investigated how preservice teachers solved and understood fraction arithmetic problems. The study followed a pretest - experimental manipulation - posttest design. The three conditions in this study included directive feedback with the opportunity to revise, corrective feedback with the opportunity to revise, and corrective feedback alone. Preliminary findings suggest that directive feedback is significantly more effective at improving a student’s fraction arithmetic performance than corrective feedback alone or with the opportunity to revise.

Authors

• Sarah Clerjuste, University of Delaware
  Presenting Author

• Christina Areizaga Barbieri, University of Delaware
  Non-Presenting Author

• Amanda Jansen, University of Delaware
  Non-Presenting Author

• Margaret McCoy, West Virginia University
  Non-Presenting Author