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The Relationship between Mistakes and Feedbacks Encountered in Mathematics Course in the 7th Grade

Year 2021, Volume: 9 Issue: 17, 480 - 496, 27.04.2021
https://doi.org/10.18009/jcer.856700

Abstract

Perhaps the biggest obstacles to the effective implementation of the student-centred mathematics programs are mistakes. So it is very important to know that not every mistake is the same and that the same type of feedback cannot be used in every mistake type. In this study, firstly 870 mistakes and feedback encountered by 4 teachers in 120 hours were analysed. Then, which feedback technique was used in which type of mistake according to Türkdoğan’s clarification and discussed to what degree the feedback met the expectations of student-centred mathematics curricula. It was found that the use of the Ignoring the Mistake or Accepting it as Correct, Saying the True Answer and Saying the Answer is Wrong feedback techniques in the first type of mistake was more appropriate. The use of Creating Conflicts, Simplifying or Making Connections feedback techniques was insufficient. It is thought that organizing educational activities for teachers and teacher students about mistakes and feedbacks will be useful to establish a more effective student-centred environment.

References

  • Bahar, M., (2002). Students’ learning difficulties in biology: reasons and solutions, Kastamonu Education Journal, 10, 73–82.
  • Baki, A., (2008). Kuramdan uygulamaya matematik eğitimi [Mathematics education from theory to practice] Harf Eğitim Yayınları, Ankara.
  • Bybee, R. W. & Sound, R. B., (1990). Piaget for educators (Second Edition), Waveland Pres, Inc. Illinois.
  • Çepni, S., Ayas, A., Akdeniz, A.R., Özmen, H., Yiğit, N. & Ayvacı, H.Ş., (2005). Kuramdan uygulamaya fen ve teknoloji öğretimi, 4. baskı [Teaching science and technology from theory to practice, 4. printing], Ankara: PegemA Yayıncılık,.
  • Heinze, A., (2005). Mistake-handling activities in the mathematics classroom, Psychology of Mathematics Education, 3, 105-112.
  • Nordstrom, C.R., Wendland, D. & Williams, K. B., (1998). “To err is human”: an examination of the effectiveness of error management training, Journal of Business and Pschology, 12 (3), 269-282.
  • Santagata, R., (2002). When student make mistake: socialization practices in Italy and the United States, Doctoral Dissertation, Los Angelels: University of California, Philosophy in Psychology.
  • Sterponi, L. & Santagata, R., (2000). Mistake in the classroom and at the dinner table: a comparison between socialization practices in italy and the united states, Crossroads of Language, Interaction, and Culture, 3, 57-72.
  • Türkdoğan, A. (2006). BDMÖ yoluyla sınıf öğretmeni adaylarının denklemler ve grafikleri konusundaki öğrenme ürünlerinin incelenmesi, [Pre service classroom teachers learning out puts’ investigations about equations and its graphics via the CBMT]. Yayımlanmamış Yüksek Lisans Tezi, Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
  • Türkdoğan, A. (2011). Yanlışın anatomisi: ilköğretim matematik sınıflarında öğrencilerin yaptıkları yanlışlar ve öğretmenlerin dönütlerinin analitik incelenmesi, [The anatomy of mistake: analytical investigation of students’ mistakes teachers’ feedbacks in the middle school mathematic classes] Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Türkdoğan, A., Baki, A. & Çepni, S. (2009). The anatomy of mistakes: categorizing students’ mistakes in mathematics within learning theories, Turkish Journal of Computer and Mathematics Education, 1(1), 13-26
  • Türkdoğan, A. & Baki, A. (2012). İlköğretim ikinci kademe matematik öğretmenlerinin yanlışlara dönüt vermede kullandıkları dönüt teknikleri. [Primary school second grade mathematic teachers’ feedback strategies to students’ mistakes]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(2), 157-182.
  • Türkdoğan, A., & Baki, A., (2013). Yanlış türleri: ilköğretim ikinci kademe öğrencilerinin yanlışlarının sınıflandırılması. [Classification of middle school students’ mistakes: mistake types] Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46(1), 67-88. DOI: 10.1501/Egifak_0000001274
  • Vygotsky, L. S, (1978). Mind in society: the developmental of higher psychological processes, Cambridge Massachusetts. London, Harvard University Press, England.
  • Vygotsky, L. S. (1986). Thoughts and language. Cambridge, MA: Harvard University Press.
  • Wood, D., Bruner, J. & Ross, G., (1976). The role of tutoring in problem solving, Journal of Child Psychology and Psychiatry, 17, 89-100.

The Relationship between Mistakes and Feedbacks Encountered in Mathematics Course in the 7th Grade

Year 2021, Volume: 9 Issue: 17, 480 - 496, 27.04.2021
https://doi.org/10.18009/jcer.856700

Abstract

Perhaps the biggest obstacles to the effective implementation of the student-centred mathematics programs are mistakes. So it is very important to know that not every mistake is the same and that the same type of feedback cannot be used in every mistake type. In this study, firstly 870 mistakes and feedback encountered by 4 teachers in 120 hours were analysed. Then, which feedback technique was used in which type of mistake according to Türkdoğan’s clarification and discussed to what degree the feedback met the expectations of student-centred mathematics curricula. It was found that the use of the Ignoring the Mistake or Accepting it as Correct, Saying the True Answer and Saying the Answer is Wrong feedback techniques in the first type of mistake was more appropriate. The use of Creating Conflicts, Simplifying or Making Connections feedback techniques was insufficient. It is thought that organizing educational activities for teachers and teacher students about mistakes and feedbacks will be useful to establish a more effective student-centred environment.

References

  • Bahar, M., (2002). Students’ learning difficulties in biology: reasons and solutions, Kastamonu Education Journal, 10, 73–82.
  • Baki, A., (2008). Kuramdan uygulamaya matematik eğitimi [Mathematics education from theory to practice] Harf Eğitim Yayınları, Ankara.
  • Bybee, R. W. & Sound, R. B., (1990). Piaget for educators (Second Edition), Waveland Pres, Inc. Illinois.
  • Çepni, S., Ayas, A., Akdeniz, A.R., Özmen, H., Yiğit, N. & Ayvacı, H.Ş., (2005). Kuramdan uygulamaya fen ve teknoloji öğretimi, 4. baskı [Teaching science and technology from theory to practice, 4. printing], Ankara: PegemA Yayıncılık,.
  • Heinze, A., (2005). Mistake-handling activities in the mathematics classroom, Psychology of Mathematics Education, 3, 105-112.
  • Nordstrom, C.R., Wendland, D. & Williams, K. B., (1998). “To err is human”: an examination of the effectiveness of error management training, Journal of Business and Pschology, 12 (3), 269-282.
  • Santagata, R., (2002). When student make mistake: socialization practices in Italy and the United States, Doctoral Dissertation, Los Angelels: University of California, Philosophy in Psychology.
  • Sterponi, L. & Santagata, R., (2000). Mistake in the classroom and at the dinner table: a comparison between socialization practices in italy and the united states, Crossroads of Language, Interaction, and Culture, 3, 57-72.
  • Türkdoğan, A. (2006). BDMÖ yoluyla sınıf öğretmeni adaylarının denklemler ve grafikleri konusundaki öğrenme ürünlerinin incelenmesi, [Pre service classroom teachers learning out puts’ investigations about equations and its graphics via the CBMT]. Yayımlanmamış Yüksek Lisans Tezi, Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
  • Türkdoğan, A. (2011). Yanlışın anatomisi: ilköğretim matematik sınıflarında öğrencilerin yaptıkları yanlışlar ve öğretmenlerin dönütlerinin analitik incelenmesi, [The anatomy of mistake: analytical investigation of students’ mistakes teachers’ feedbacks in the middle school mathematic classes] Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
  • Türkdoğan, A., Baki, A. & Çepni, S. (2009). The anatomy of mistakes: categorizing students’ mistakes in mathematics within learning theories, Turkish Journal of Computer and Mathematics Education, 1(1), 13-26
  • Türkdoğan, A. & Baki, A. (2012). İlköğretim ikinci kademe matematik öğretmenlerinin yanlışlara dönüt vermede kullandıkları dönüt teknikleri. [Primary school second grade mathematic teachers’ feedback strategies to students’ mistakes]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(2), 157-182.
  • Türkdoğan, A., & Baki, A., (2013). Yanlış türleri: ilköğretim ikinci kademe öğrencilerinin yanlışlarının sınıflandırılması. [Classification of middle school students’ mistakes: mistake types] Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 46(1), 67-88. DOI: 10.1501/Egifak_0000001274
  • Vygotsky, L. S, (1978). Mind in society: the developmental of higher psychological processes, Cambridge Massachusetts. London, Harvard University Press, England.
  • Vygotsky, L. S. (1986). Thoughts and language. Cambridge, MA: Harvard University Press.
  • Wood, D., Bruner, J. & Ross, G., (1976). The role of tutoring in problem solving, Journal of Child Psychology and Psychiatry, 17, 89-100.
There are 16 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Ali Türkdoğan 0000-0003-0216-5426

Adnan Baki 0000-0002-1331-053X

Publication Date April 27, 2021
Submission Date January 8, 2021
Acceptance Date April 21, 2021
Published in Issue Year 2021 Volume: 9 Issue: 17

Cite

APA Türkdoğan, A., & Baki, A. (2021). The Relationship between Mistakes and Feedbacks Encountered in Mathematics Course in the 7th Grade. Journal of Computer and Education Research, 9(17), 480-496. https://doi.org/10.18009/jcer.856700

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