Analyzing Responsiveness of Preservice Teachers' Feedback to Student Errors

• In Event: Researching In-Service and Preservice Teachers' Mathematics Knowledge and Practice

Abstract

This study investigated how preservice teachers (PSTs) interpret and respond to student subtraction errors. Responsiveness of PSTs’ feedback was analyzed through two stances: alignment of focused mathematical topics and the depth of feedback approaches. Error analysis by twenty PSTs and their feedback to student errors were also analyzed. Findings indicate that in the error analysis, PSTs paid more attention to mathematical accuracy or insufficiency rather than the strength or potential of students’ solutions. Commonly used feedback approaches were addressing student errors with explanation and posing questions to redirect student thinking. Regarding the responsiveness, the focused mathematical topics showed a strong alignment with their error analysis, and the depth of feedback differed by the complexity of student solutions.

Authors

• Hea-Jin Lee, The Ohio State University - Lima

• HyungMi Cho, Jeonju National University of Education

• Hee-Jeong Kim, Korea University