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RESEARCH PAPER
Descriptors Derived From Feedback on Teaching Mathematics in School
1
Institute of Psychology and Education, Kazan (Volga region) Federal University, Kazan, RUSSIA
Publication date: 2021-08-24
EURASIA J. Math., Sci Tech. Ed 2021;17(10):em2019
KEYWORDS
ABSTRACT
The purpose of this article was to identify the mechanism of bilateral feedback on Mathematics
homework and to determine its impact on the success of schoolchildren learning. The following
were used as the main research methods: the study and generalization of pedagogical experience
which helped to consider possible ways of providing feedback on homework in Mathematics; the
analysis of student artefacts with subsequent statistical processing. The latter made it possible to
study the dynamics of students’ knowledge of Mathematics and to judge the effectiveness of
feedback on homework. The article reveals possible ways to provide feedback on homework in
Mathematics deploying digital technologies; a scheme for meaningful feedback and ensuring its
bilateral nature has been developed; the influence of the feedback in question on learning success
was calculated. The implications of the study involve the fact that the developed didactic
conditions ensure a bilateral nature of feedback during self-directed learning of Mathematics
using digital technologies. This, in turn, contributes to the efficiency of the educational process
and the provision of visible learning.
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