Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16840
Title: 
Authors: 
Keywords: 
Feedback
Learning
Mathematics
Grade 10 students
Issue Date: 
2014
Citation: 
Ng, S. K. B., & Berinderjeet Kaur. (2014). Using enhanced feedback to improve the learning of mathematics. The Mathematics Educator, 15(2), 101-119.
Abstract: 
Research has shown that feedback provided in the form of written comments which clarify student misconceptions is effective in improving students' strategy for processing knowledge and self-regulation of learning. In Singapore, feedback for mathematics is usually given in the form of scores or grades and offers little information about students' learning processes. This intervention study, carried out in a mathematics classroom in Singapore, compared the effect of Traditional Feedback (test scores or grades, ticks and crosses, circling of mistakes) versus Enhanced Feedback (task-level written feedback that sought to clarify students' misconceptions and focus them on processes and self-regulation) on students learning of mathematics. The results showed that Enhanced Feedback is specific and helpful in enabling students to plan their course of action and has a positive effect on the students' perception of how feedback would affect their learning in mathematics.
URI: 
ISSN: 
0218-9100
Website: 
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
TME-15-2-101.pdf307.27 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s) 5

157
Last Week
0
Last month
7
checked on Jun 18, 2019

Download(s) 20

170
checked on Jun 18, 2019

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.