ENGAGING WITH ONLINE ELABORATED FEEDBACK AS A MEDIATION TOOL IN THE MATHEMATICAL ARGUMENTATION PROCESS

Amal Kadan-Tabaja; Michal Yerushalmy

ENGAGING WITH ONLINE ELABORATED FEEDBACK AS A MEDIATION TOOL IN THE MATHEMATICAL ARGUMENTATION PROCESS

Department of Mathematics Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Feedback may be more effective if students engage with its content. Almost no studies have examined the potential of online elaborated feedback to enhance students’ mathematical argumentation. We designed a set of tasks requiring argumentation that must be supported by constructing examples in an interactive diagram using automatic verbal characteristics suggested by the technological environment. We explored whether and how a 7th-grade student's engagement with the mediation tools supports her mathematical argumentation of claims on the topic of comparing fractions. Our data were derived from a task-based interview and automatic analyses that the technological environment provides. The results show that there was an improvement in the student's argumentation in response to the feedback process.

Original language	English
Title of host publication	Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022
Editors	Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas
Publisher	Psychology of Mathematics Education (PME)
Pages	11-18
Number of pages	8
ISBN (Print)	9788413021775
State	Published - 2022
Event	45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 - Alicante, Spain Duration: 18 Jul 2022 → 23 Jul 2022

Publication series

Name	Proceedings of the International Group for the Psychology of Mathematics Education
Volume	3
ISSN (Print)	0771-100X
ISSN (Electronic)	2790-3648

Conference

Conference	45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022
Country/Territory	Spain
City	Alicante
Period	18/07/22 → 23/07/22

Bibliographical note

Publisher Copyright:
© 2022, Psychology of Mathematics Education (PME). All rights reserved.

ASJC Scopus subject areas

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

Cite this

Kadan-Tabaja, A., & Yerushalmy, M. (2022). ENGAGING WITH ONLINE ELABORATED FEEDBACK AS A MEDIATION TOOL IN THE MATHEMATICAL ARGUMENTATION PROCESS. In C. Fernández, S. Llinares, Á. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022 (pp. 11-18). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 3). Psychology of Mathematics Education (PME).

Kadan-Tabaja, Amal ; Yerushalmy, Michal. / ENGAGING WITH ONLINE ELABORATED FEEDBACK AS A MEDIATION TOOL IN THE MATHEMATICAL ARGUMENTATION PROCESS. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. editor / Ceneida Fernández ; Salvador Llinares ; Ángel Gutiérrez ; Núria Planas. Psychology of Mathematics Education (PME), 2022. pp. 11-18 (Proceedings of the International Group for the Psychology of Mathematics Education).

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title = "ENGAGING WITH ONLINE ELABORATED FEEDBACK AS A MEDIATION TOOL IN THE MATHEMATICAL ARGUMENTATION PROCESS",

abstract = "Feedback may be more effective if students engage with its content. Almost no studies have examined the potential of online elaborated feedback to enhance students{\textquoteright} mathematical argumentation. We designed a set of tasks requiring argumentation that must be supported by constructing examples in an interactive diagram using automatic verbal characteristics suggested by the technological environment. We explored whether and how a 7th-grade student's engagement with the mediation tools supports her mathematical argumentation of claims on the topic of comparing fractions. Our data were derived from a task-based interview and automatic analyses that the technological environment provides. The results show that there was an improvement in the student's argumentation in response to the feedback process.",

author = "Amal Kadan-Tabaja and Michal Yerushalmy",

note = "Publisher Copyright: {\textcopyright} 2022, Psychology of Mathematics Education (PME). All rights reserved.; 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 ; Conference date: 18-07-2022 Through 23-07-2022",

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language = "English",

isbn = "9788413021775",

series = "Proceedings of the International Group for the Psychology of Mathematics Education",

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pages = "11--18",

editor = "Ceneida Fern{\'a}ndez and Salvador Llinares and {\'A}ngel Guti{\'e}rrez and N{\'u}ria Planas",

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Kadan-Tabaja, A & Yerushalmy, M 2022, ENGAGING WITH ONLINE ELABORATED FEEDBACK AS A MEDIATION TOOL IN THE MATHEMATICAL ARGUMENTATION PROCESS. in C Fernández, S Llinares, Á Gutiérrez & N Planas (eds), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. Proceedings of the International Group for the Psychology of Mathematics Education, vol. 3, Psychology of Mathematics Education (PME), pp. 11-18, 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022, Alicante, Spain, 18/07/22.

ENGAGING WITH ONLINE ELABORATED FEEDBACK AS A MEDIATION TOOL IN THE MATHEMATICAL ARGUMENTATION PROCESS. / Kadan-Tabaja, Amal ; Yerushalmy, Michal.
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. ed. / Ceneida Fernández; Salvador Llinares; Ángel Gutiérrez; Núria Planas. Psychology of Mathematics Education (PME), 2022. p. 11-18 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 3).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AB - Feedback may be more effective if students engage with its content. Almost no studies have examined the potential of online elaborated feedback to enhance students’ mathematical argumentation. We designed a set of tasks requiring argumentation that must be supported by constructing examples in an interactive diagram using automatic verbal characteristics suggested by the technological environment. We explored whether and how a 7th-grade student's engagement with the mediation tools supports her mathematical argumentation of claims on the topic of comparing fractions. Our data were derived from a task-based interview and automatic analyses that the technological environment provides. The results show that there was an improvement in the student's argumentation in response to the feedback process.

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Kadan-Tabaja A , Yerushalmy M. ENGAGING WITH ONLINE ELABORATED FEEDBACK AS A MEDIATION TOOL IN THE MATHEMATICAL ARGUMENTATION PROCESS. In Fernández C, Llinares S, Gutiérrez Á, Planas N, editors, Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022. Psychology of Mathematics Education (PME). 2022. p. 11-18. (Proceedings of the International Group for the Psychology of Mathematics Education).

ENGAGING WITH ONLINE ELABORATED FEEDBACK AS A MEDIATION TOOL IN THE MATHEMATICAL ARGUMENTATION PROCESS

Abstract

Publication series

Conference

Bibliographical note

ASJC Scopus subject areas

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