Primary students’ experiences of formative feedback in mathematics

ABSTRACT

Feedback does not always engage students. To better understand why this happens, the present study analysed Grade 2 (7- to 8-year-old) students’ experiences of formative feedback in mathematics to identify aspects with potential importance for student engagement. The researcher processed the students’ experiences with the help of stimulated recall and semi-structured interviews. Most of the students appreciated feedback that focused on the process, instead of simply offering solution methods. However, due to a conflict between teachers and students regarding the social and socio-mathematical norms, some of the students did not understand the purpose while others wanted the teacher to state the solution method. This shows that it is important not only which norms are established, but also that this is done at an early stage. Thus, both teachers and students need to understand and accept the norms, and potentially establish new norms, if the current ones are counterproductive.

KEYWORDS:

• Formative feedback
• mathematics
• primary students
• socio-mathematical norms
• student engagement
• student views

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jenny Green

Jenny Green is a PhD student in Subject Matter Education with specialization at the Department of Education, Communication and Learning at the University of Gothenburg. The aim of the thesis is to understand the conditions of the formative feedback practice in mathematics. Her thesis presents a qualitative study based on interviews, with focus on feedback from a student perspective, in primary and upper secondary school classrooms. The present paper will be included in the thesis