The goal of this study was to determine the quality of written feedback in mathematics that is appropriate for and understandable by primary school students. Written feedback promotes progress in learning primary arithmetic, according to the research, and written feedback is an instructional method that accelerates the rate and amount of learning to improve learners' mathematical proficiency. Written feedback has also been shown to bridge the gap between a learner's current comprehension of a concept and desired performance on the same concept. Although written feedback is thought to be important in learning primary school mathematics, there is less agreement on whether it is feasible in the real world of the classroom due to the obstacles faced by both instructors and students in understanding this type of feedback. There is little research on how students respond to or use written feedback from their teachers to improve their performance in the literature. A questionnaire was given to a group of Year 5 students at an English school to gauge their awareness of the value of written feedback and the obstacles that might be encountered in interpreting and implementing it. The learners completed a pre-test to assess the influence of written feedback on their performance, and their recommendations from the questionnaire were integrated into the feedback. Two days later, a similar test was administered. After that, the two sets of scores were compared. It was shown that learners find written feedback difficult to grasp at times, primarily due to foreign vocabulary used in the feedback, and that even when they do understand the language, they often find it useless in reaching their learning objectives. Some people don't even bother to read the written feedback. It is suggested that teachers simplify and provide more depth to feedback, making it as instructive as possible about what was done well and suggesting possible improvements.
Author(S) Details
Miedzo Mutendi
Paston Ridings Primary School, Paston Ridings, PE4 7XG, Peterborough, England.
Chipo Makamure
Department of Mathematics Education, University of South Africa (UNISA), South Africa.
View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5662
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