ENGAGING STUDENTS WITH ONLINE ELABORATED FEEDBACK: TWO MEDIATING TOOLS

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

Automatic feedback provided to students’ work has the potential to improve their mathematical thinking and skills. A commonly used type of online feedback is elaborated feedback. Engaging students with elaborated feedback is a well-known challenge, which we addressed by examining two mediating tools that are part of a dynamic diagram environment: self-assessment, and interactive feedback. We focused on the students’ process of constructing position-over-time graphs, while they were working on an online example-eliciting task on the Seeing the Entire Picture platform. We present and compare two case studies of students' use of the elaborated feedback, engaging both mediating tools, and analyze changes in the students' examples after processing the elaborated feedback.

Original languageEnglish
Title of host publicationProceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021
EditorsMaitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
PublisherPsychology of Mathematics Education (PME)
Pages1-8
Number of pages8
ISBN (Print)9786169383024
StatePublished - 2021
Event44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 - Virtual, Online
Duration: 19 Jul 202122 Jul 2021

Publication series

NameProceedings of the International Group for the Psychology of Mathematics Education
Volume3
ISSN (Print)0771-100X
ISSN (Electronic)2790-3648

Conference

Conference44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021
CityVirtual, Online
Period19/07/2122/07/21

Bibliographical note

Publisher Copyright:
© 2021 left to authors.

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology
  • Education

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