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Feedback i matematikklassrummet - En klassrumsstudie om hur olika former av feedback framträder i undervisningen
Örebro University, School of Science and Technology, Örebro University, Sweden.
2016 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Feedback in Mathematics : A Classroom Study on How Different Forms of Feedback Appears in Teaching (English)
Abstract [sv]

Intresset för den här studien ligger i att undersöka om och hur olika feedbacksituationer framkommer i matematikundervisningen. Studien har genom observationer, ljudinspelningar och en intervju besvarat studiens syfte att bidra med kunskap om hur matematiklärare ger feedback i olika undervisningssituationer. I studien definieras feedback som ett pedagogiskt kommunikationsverktyg som kan hjälpa eleverna mot de avsatta målen. I studien avgränsas begreppet till att enbart beröra muntlig feedback. Studien har sin teoretiska utgångspunkt i det sociokulturella perspektivet samt Hattie och Timperleys (2007) ”model of feedback”. I resultatet från klassrumsstudien framkommer att feedback kan te sig olika i olika undervisningssituationer. Den feedback som gavs syftade i huvudsak till att beskriva den uppgift eleverna arbetade med. De uppdagade formerna av feedback påvisades även skilja sig innehållsmässigt, delvis beträffande frågeord, vilka i olika mån bidrar till elevernas delaktighet i matematikklassrummet.

Abstract [en]

The objective for this study is to exam how different situations regarding feedback actually take place in mathematical education. Observations, audio recordings and an interview has been used in an attempt to see how the mathematical teachers’ knowledge in the educational practice with focus on feedback can be both developed and better. Throughout the study, feedback is defined as a pedagogic communication tool that is supposed to help the students reach their final academic goals. The study is delimited to only touch the subjects of the oral feedback. This study is based on a sociocultural perspective and Hattie and Timperleys (2007) “Model of feedback”. As a result from the in class study, it appeared that feedback may appear different in different teaching situations. The feedback was referring mainly to describe the task that the students were working on. The discovered forms of feedback was also shown to have different query word, which in different extent contribute to students’ participation in the mathematical classroom.

Place, publisher, year, edition, pages
2016.
Keyword [en]
Feedback, mathematics, teaching, learning, improving achievement
Keyword [sv]
Feedback, matematik, undervisning, lärande, ökad måluppfyllelse
National Category
Mathematics
Identifiers
URN: urn:nbn:se:oru:diva-51766OAI: oai:DiVA.org:oru-51766DiVA: diva2:954810
Subject / course
Mathematics
Supervisors
Examiners
Available from: 2016-08-23 Created: 2016-08-23 Last updated: 2016-08-23Bibliographically approved

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School of Science and Technology, Örebro University, Sweden
Mathematics

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