An Analysis of Elementary Mathematics Teachers Feedback Use and Mathematics Classroom Culture

• 영문명: 초등 수학 교사의 피드백 사용과 수학 교실 문화 분석
• 발행기관: 한국교원대학교 뇌기반교육연구소
• 저자명: 황성환(Sunghwang Hwang) 손태권(Taekwon Son) 이광호(Kwangho Lee)
• 간행물 정보: 『Brain, Digital, & Learning』제11권 제4호, 685~702쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2021.12.31

영문 초록

The purpose of this study is to examine teacher s feedback use in the elementary mathematics classroom and the influence of them on the construction of classroom culture. We analyzed eight teachers mathematics classrooms in the same school and examined their feedback use across two dimensions: information-providing feedback and question-request feedback. The findings indicated that feedback frequencies varied across teachers. However, they mainly used information-providing feedback and short-answer request feedback than participation request feedback. Additionally, we found four types of classroom cultures (teacher explanation-focused classroom culture, problem solving-focused classroom culture, student participation-focused classroom culture, and mixed classroom culture) based on teachers feedback use. Based on these findings, we discussed practical implications for the research in teachers feedback use and mathematics classroom culture.

목차

Introduction

Theoretical Background

Research Methods

Results

Discussion

Conclusion and Limitation

References

Authors Information

키워드

Feedback classroom culture elementary teacher mathematics classroom