Emotions and Feedback: A Dead End or Crucial Interplay for Mathematics Learning

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Exploring Classroom Assessment Tasks, Feedback, and Emotions (Table 2)

Abstract

This study explored students’ conceptions of how their emotions and feedback in mathematics are shaped when considering the teaching-learning process and student-teacher interactions. A multiple-case design was employed using maximum variation sampling, including 48 seventh and eighth-grade students. A semi-structured focus group interview protocol was used for in-depth exploration, and thematic content analysis was performed. The qualitative findings shed light on the various emotions students experience in mathematics and after receiving feedback, as well as their sources, strategies to manage them, students’ perceptions of feedback, teachers’ feedback practices, and the qualities of effective feedback. These findings are crucial for developing math classrooms that are attentive to students’ emotions, where teachers offer constructive feedback, and students actively engage with it.

Authors

• Basak Calik, Istanbul Medeniyet University

• Anastasiya A. Lipnevich, City University of New York