A Study of the Effectiveness of Formative Feedback of the Mathematics Problem-Solving Lesson

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  • 算数の問題解決の授業における形成的フィードバックの有効性の検討
  • 算数の問題解決の授業における形成的フィードバックの有効性の検討 : 小学校入門期授業への主体的・能動的な子どもの参加
  • サンスウ ノ モンダイ カイケツ ノ ジュギョウ ニ オケル ケイセイテキ フィードバック ノ ユウコウセイ ノ ケントウ : ショウガッコウ ニュウモンキ ジュギョウ エ ノ シュタイテキ ・ ノウドウテキ ナ コドモ ノ サンカ
  • Participation of the Responsible and Active Children in a First-Grade Elementary School Lesson
  • 小学校入門期授業への主体的・能動的な子どもの参加

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Abstract

This study aims to assess the effectiveness of formative feedback through the regulation of problemsolving type lessons in a first grade mathematics classroom. In problem-solving type lessons, children are required to solve a problem responsibly and actively to enhance mathematical thinking and attitude. The research presented here is based on a methodology developed by Mottier Lopez and Allal (2007) to investigate the interactive regulation of learning identifiable as sociomathematical norms in classroom microcultures. Seven types of formative feedback were identified in classroom discourse: teacher’s descriptive feedback, teacher’s inquiry feedback, teacher’s evidence-based feedback, pupils’ evaluative feedback, pupils’ descriptive feedback, pupils’ inquiry feedback, and pupils’ evidence-based feedback. Focusing on two interactive episodes, the effectiveness of formative feedback by the regulation of learning process was shown in respect of pupils’ attainment of mathematical learning goal and good relationship with their classmates. These findings clearly demonstrated that formative feedback was particularly effective in the regulation of learning in the first grade mathematics classroom.

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