The evolution of feedback practice of a mathematics teacher

• Author(s): Santos, Leonor ; Pinto, Jorge
• Date: 2010
• Persistent ID: http://hdl.handle.net/10400.26/4847
• Origin: Instituto Politécnico de Setúbal
• Project/scholarship: info:eu-repo/grantAgreement/FCT/3599-PPCDT/PTDC%2FCED%2F64970%2F2006/PT
• Document Type: Conference object
• Language: English
• Contributor(s): Repositório Comum

Description

This study was done in the context of a project on learning assessment practices. It aims to understand the professional development of a math’s teacher, regarding her practice in feedback production over a period of three years. Following an interpretive methodology, the data was collected from documents and interviews and the data analysis was done from pre-defined categories supported by the theoretical framework. This study shows that the teacher gives increased importance to feedback as a learning resource. Although she uses a standard feedback, her evolution points out to the establishment of favorable moments for student’s reflection, to noting fewer errors, encouraging correction and varying the feedback’s syntactic form.