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Journals / Journal of Computer and Education Research / 2021 / Cilt: 9 - Sayı: 17

The Relationship between Mistakes and Feedbacks Encountered in Mathematics Course in the 7th Grade

Ali TÜRKDOĞAN
Adnan BAKİ
Pages
480–496
Publication Date
2021-04-27
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was found that the use of the Ignoring the Mistake or Accepting it as Correct, Saying the True Answer and Saying the Answer is Wrong feedback techniques in the first type of mistake was more appropriate.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Perhaps the biggest obstacles to the effective implementation of the student-centred mathematics programs are mistakes.
📊
Key Findings & Data:In this study, firstly 870 mistakes and feedback encountered by 4 teachers in 120 hours were analysed.
💡
Conclusion & Impact:It was found that the use of the Ignoring the Mistake or Accepting it as Correct, Saying the True Answer and Saying the Answer is Wrong feedback techniques in the first type of mistake was more appropriate.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Teaching mathematics · mistake · mistake types

Abstract

Perhaps the biggest obstacles to the effective implementation of the student-centred mathematics programs are mistakes. So it is very important to know that not every mistake is the same and that the same type of feedback cannot be used in every mistake type. In this study, firstly 870 mistakes and feedback encountered by 4 teachers in 120 hours were analysed. Then, which feedback technique was used in which type of mistake according to Türkdoğan’s clarification and discussed to what degree the feedback met the expectations of student-centred mathematics curricula. It was found that the use of the Ignoring the Mistake or Accepting it as Correct, Saying the True Answer and Saying the Answer is Wrong feedback techniques in the first type of mistake was more appropriate. The use of Creating Conflicts, Simplifying or Making Connections feedback techniques was insufficient. It is thought that organizing educational activities for teachers and teacher students about mistakes and feedbacks will be useful to establish a more effective student-centred environment.

Özet

Perhaps the biggest obstacles to the effective implementation of the student-centred mathematics programs are mistakes. So it is very important to know that not every mistake is the same and that the same type of feedback cannot be used in every mistake type. In this study, firstly 870 mistakes and feedback encountered by 4 teachers in 120 hours were analysed. Then, which feedback technique was used in which type of mistake according to Türkdoğan’s clarification and discussed to what degree the feedback met the expectations of student-centred mathematics curricula. It was found that the use of the Ignoring the Mistake or Accepting it as Correct, Saying the True Answer and Saying the Answer is Wrong feedback techniques in the first type of mistake was more appropriate. The use of Creating Conflicts, Simplifying or Making Connections feedback techniques was insufficient. It is thought that organizing educational activities for teachers and teacher students about mistakes and feedbacks will be useful to establish a more effective student-centred environment.

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Cite This Article

TÜRKDOĞAN, A., BAKİ, A. (2021). The Relationship between Mistakes and Feedbacks Encountered in Mathematics Course in the 7th Grade. Journal of Computer and Education Research, Cilt: 9 - Sayı: 17, 480–496. https://ajindex.com/articles/262684

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