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ERIC Number: ED562489
Record Type: Non-Journal
Publication Date: 2015
Pages: 8
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: N/A
The Timing of Feedback on Mathematics Problem Solving in a Classroom Setting
Fyfe, Emily R.; Rittle-Johnson, Bethany
Society for Research on Educational Effectiveness
Feedback is a ubiquitous learning tool that is theorized to help learners detect and correct their errors. The goal of this study was to examine the effects of feedback in a classroom context for children solving math equivalence problems (problems with operations on both sides of the equal sign). The authors worked with children in 7 second-grade and 7 third-grade classrooms from two suburban elementary schools (one public and one private) in Middle Tennessee. All second- and third-grade children were invited to participate, with a total of 274 children completing an initial screening measure. At the beginning of the intervention, children in all conditions received instruction on a correct problem-solving strategy with four math equivalence problems. Children were instructed on the commonly used equalize strategy, which involves adding the numbers on one side of the equal sign and then counting up from the number on the other side to get the same amount. The instructor demonstrated the procedure on all four problems. The study had a pretest-intervention-posttest design. The intervention occurred in children's classrooms during their normal mathematics instruction. The findings support the notion that learner characteristics may be as, if not more important than characteristics of the feedback itself. One figure is appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Tennessee