Five Forms of Written Feedback to Homework in a Mathematics Course for Elementary Teachers

1974 ◽  
Vol 5 (3) ◽  
pp. 140-145
Author(s):  
Harold L. Schoen ◽  
Bettibel C. Kreye
Keyword(s):  
Elementary Teachers ◽  
Achievement Test ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Achievement Scores ◽  
Test Page ◽  
Specific Feedback ◽  
Independent Variable ◽  
Student Errors ◽  
Mathematics Course

The form of teacher feedback to students' written work has been an independent variable in previous research. The value of written feedback to student errors on test papers and homework has been established in several studies (Hedl, 1969; Karabinus, 1966; Page, 1958). In one investigation, written feedback specific to student errors on test papers was found to be superior to general feedback as measured by a subsequent achievement test (Page, 1958). On the contrary, in a study by one of the investigators, achievement scores favored general feedback over specific feedback in a CAI unit (Schoen, 1972). Attitude toward the CAI unit in the same study strongly favored groups whose feedback contained first names over the absence of the name.

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

scholarly journals Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

1993 ◽  
Vol 25 (1) ◽  
pp. 69-95 ◽  
Author(s):  
Samuel D. Miller ◽  
Treana Adkins ◽  
Mary Louise Hooper
Keyword(s):  
School Improvement ◽  
Elementary Teachers ◽  
Language Arts ◽  
Student Learning ◽  
Test Scores ◽  
Fourth Grade ◽  
Achievement Test ◽  
Extrinsic Rewards ◽  
Language Arts Instruction ◽  
Student Interviews

This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rewards. Furthermore, teachers said teaching was no longer as satisfying as it had been in previous years. To evaluate their concerns we examined whether their literacy assignments included those characteristics that foster student learning and motivation and we interviewed the teachers and principal about why they believed teaching was no longer as satisfying as it had once been. Interviews indicated that teachers and the principal believed accountability pressures to increase standardized achievement test scores strongly influenced their school's reading and language arts instruction. Teachers said they attempted to raise students' scores by emphasizing the standardized achievement test skills. To maximize skill coverage, teachers said they avoided literacy assignments that required the reading of lengthy texts, sophisticated writing, and lengthy discussions. Evaluations of their literacy assignments confirmed their statements; students seldom completed classwork which required sophisticated writing or reading. Student interviews showed that they were bored with these assignments or did them because they expected extrinsic rewards. Whenever they completed a more complex literacy assignment (i.e., those that required the writing of single or multiple sentences or paragraphs), students said they were challenged and enjoyed learning for learning's sake. Discussion focuses on the implications of these findings for school improvement studies and students' learning and motivation.

scholarly journals The effectiveness of participatory electronic games in developing the skill of numerical sense for a mathematics course for elementary school students: فاعليَّة الألعاب الإلكترونيَّة التَّشاركية في تنمية مهارة الحِسّ العددي لمُقرَّر الرياضيَّات لتلميذات المرحلة الابتدائيَّة

2021 ◽  
Vol 5 (29) ◽  
pp. 113-127
Author(s):  
Mai Bandar Naif Al-Kathiri Mai Bandar Naif Al-Kathiri
Keyword(s):  
Elementary School ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
School Students ◽  
Electronic Learning ◽  
Post Test ◽  
Electronic Games ◽  
Experimental Group ◽  
Mathematics Course

    The study aimed to determine the numerical sense skills that can be developed using participatory electronic games for fourth-grade students, used the semi-experimental approach, and the study sample consisted of (40) female students The fourth elementary school was divided into two groups, an experimental group of 20 students, who studied the skill of numerical sense through participatory electronic learning games, and a group of 20 students who studied the skill of numerical sense in the traditional learning method; Where the two groups applied to the pre / post achievement test, and the study found that the experimental group students exceeded the control group in the post test. The higher levels of the experimental group students in the post-test than their degrees in the pre-test in the achievement test, and thus the study for the effectiveness of the electronic study Participatory skill development in the numerical sense of mathematics course for female students of experimental group compared to female students of control group.    

Proof Frames of Preservice Elementary Teachers

1989 ◽  
Vol 20 (1) ◽  
pp. 41-51 ◽  
Author(s):  
W. Gary Martin ◽  
Guershon Harel
Keyword(s):  
Elementary Teachers ◽  
Mathematical Proof ◽  
Preservice Elementary Teachers ◽  
Deductive Argument ◽  
Inductive Argument ◽  
Mathematics Course

This study asked 101 preservice elementary teachers enrolled in a sophomore-level mathematics course to judge the mathematical correctness of inductive and deductive verifications of either a familiar or an unfamiliar statement. For each statement, more than half the students accepted an inductive argument as a valid mathematical proof. More than 60% accepted a correct deductive argument as a valid mathematical proof; 38% and 52% accepted an incorrect deductive argument as being mathematically correct for the familiar and unfamiliar statements, respectively. Over a third of the students simultaneously accepted an inductive and a correct deductive argument as being mathematically valid.

University students' comprehension of arithmetical concepts

1961 ◽  
Vol 8 (2) ◽  
pp. 60-64
Author(s):  
Wilbur H. Dutton
Keyword(s):  
Elementary Teachers ◽  
University Students ◽  
Before And After ◽  
Teachers And Students ◽  
Lower Division ◽  
Made In ◽  
Mathematics Course

Teachers' understanding of basic arithmetical concepts is closely associated with the ability to present these concepts in classrooms. Numerous studies have been made to show the amount of understanding of arithmetic possessed by elementaryschool teachers and students preparing to become teachers. Relatively little study has been made of changes made in students' understanding of arithmetical concepts as they progress through the courses designed to teach these processes. This study deals with measuring students' changes in understanding arithmetical concepts before and after completing a lower division mathematics course for elementary teachers.

Preservice Elementary Teachers: Building Portfolios Around Students' Writings

1996 ◽  
Vol 2 (5) ◽  
pp. 308-313
Author(s):  
Patricia Pokay ◽  
Carla Tayeh
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Mathematics Classroom ◽  
Portfolio Assessment ◽  
Preservice Elementary Teachers ◽  
College Mathematics ◽  
Mathematics Courses ◽  
Lecture Format ◽  
Mathematics Course

Traditionally, college mathematics courses have rarely asked students to write or to reflect on their learning, concentrating instead on textbook exercises and problem sets in a lecture format. The intent of this study was to model the use of portfolio assessment in a college mathematics course for preservice teachers while focusing on the contributions of the students' writing in the mathematics classroom. In the study, portfolios were the vehicle for organizing the students' writings.

Who Learns More? Achievement Scores following Web-Based versus Classroom Instruction in Psychology Courses

2005 ◽  
Vol 4 (1) ◽  
pp. 51-54 ◽  
Author(s):  
Karen Mottarella ◽  
Barbara Fritzsche ◽  
Tiffany Parrish
Keyword(s):  
Learning Outcomes ◽  
Classroom Instruction ◽  
Human Learning ◽  
Achievement Test ◽  
Achievement Scores ◽  
Web Based ◽  
Course Grades ◽  
Psychology Courses ◽  
Based Instruction ◽  
Basic Learning

This study examined 145 students' course grades and scores on a standardised achievement test (the Area Concentration Achievement Test [ACAT] in Psychology) following completion of web-based, web-enhanced or classroom courses in basic learning. We found that students in web-based courses had lower course grades than those in either classroom-based or web-enhanced courses. Moreover, students in web-based or web-enhanced courses scored lower on the ACAT Human Learning subtest than did students in classroom-based instruction. Thus we found poorer outcomes associated with web-based rather than classroom-based instruction. Perhaps neither standardised tests nor grades capture the strengths of web-based pedagogy. More research is needed to assess learning outcomes across various modes of instruction in order to identify variables that can maximise success of web-based instruction and perhaps also to better capture the strengths of web-based pedagogy.

Effects of The Intelligence Games Approaches on Academic Achievement And Attitude of Students With Mild Intellectual Disability in Mathematics Course

2016 ◽  
Vol 8 (1) ◽  
pp. 02
Author(s):  
Mustafa ÇEVİK ◽  
Makbule Düzgün ◽  
Barış Elif Öztaş
Keyword(s):  
Academic Achievement ◽  
Intellectual Disability ◽  
Attitude Scale ◽  
Achievement Test ◽  
Rank Test ◽  
Mild Intellectual Disability ◽  
Positive Direction ◽  
Tower Of Hanoi ◽  
Content Analysis Method ◽  
Mathematics Course

The aim of this study is to determine effects of the intelligence game (Tower of Hanoi) on academic achievement and attitude of students studying at 5th class of secondary school with Mild Intellectual Disability (MID) in mathematics of the course. In the study, pretest-posttest design, one group of pre-trial model, was used. The participants of the research consisted of 8 students with MID. To the students at the beginning of the study, "Mathematics Achievement Test", "Mathematics Attitude Scale" and “Concept Acquisition Interview” pretest - posttest was applied. The data obtained from the achievement test and attitude scale were analyzed by using rank test signed non-parametric Wilcoxon on SPSS 16.0 software. The data obtained in the interview form were interpreted by using the content analysis method .It was found that at the end of the study, students improved their academic achievement in mathematics education meaningfully in the course taught with Tower of Hanoi and the attitudes to the course were developed in a positive direction. Keywords: Mild intellectual disability, intelligence game, mathematics course, academic achievement, attitude.

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