Exploring Middle School Mathematics Teachers' Feedback Practices (Poster 51)

• In Event: AERA Poster Session Six
  In Poster Session: Tools and Strategies in Classroom Assessment

Abstract

Feedback has long been considered an important process in classrooms. Researchers have investigated and synthesized the characteristics that make feedback most effective, however, evidence shows “traditional” feedback practices persist in mathematics classrooms. Lack of guidance and effective training of feedback practices could be a cause. The present study explores the processes middle school mathematics teachers engage in while determining feedback for students. Evidence revealed feedback is a multifaceted process that middle school mathematics teachers are concerned with regularly. Developed themes and a theoretical construct provide specifics regarding how teachers determine feedback for students. Feedback delivery and communication methods were identified as well. Educational implications are discussed regarding teacher preparation programs and professional development to support teachers’ learning effective feedback strategies.

Author

• Bailey Joan Bontrager, Virginia Commonwealth University
  Presenting Author