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Classroom talk: The ubiquity of feedback

dc.contributor.authorMonteiro, Vera
dc.contributor.authorMata, Maria de Lourdes Estorninho Neves
dc.contributor.authorSantos, Natalie
dc.contributor.authorSanches, Cristina
dc.contributor.authorGomes, Marta
dc.date.accessioned2020-02-12T18:55:02Z
dc.date.available2020-02-12T18:55:02Z
dc.date.issued2019
dc.description.abstractClassroom interactions play an important role in the learning and teaching of mathematics, and feedback emanating from these interactions is a powerful tool for enhancing student learning. These exchanges have been widely studied in higher education, but very few investigations have been carried out at the level of elementary students and teachers. This study aimed to contribute to existing knowledge of feedback, and to formulate guidelines to improve teacher feedback in elementary school. The specific objectives were to analyse the focus of feedback (a) by lesson purpose and type of interaction, (b) by type of question and student's answer, and (c) by gender and student achievement. Participants comprised five teachers and their 82 third-grade students attending an elementary school in Portugal. Mathematics lessons were video-recorded and a categorisation system to assess teacher-student interaction was developed, based on a review of the literature and empirical data. The results showed that most of the teacher–student interactions contained feedback, which was usually focused on a specific task, and less frequently on the ways in which tasks were processed. In terms of lesson purpose, teachers' feedback was evaluative, especially when they had initiated the interaction. Feedback became more effective when the initial move was made by the students. The focus of feedback was not related to the type of question asked, but it was associated with the certitude of the students' answers. We also observed an interaction effect between the focus of feedback, gender and achievement, with high-achievement boys receiving advantages. Our results hold important implications for teachers' classroom practices and professional development.pt_PT
dc.description.sponsorshipFundação para a Ciência e Tecnologia - FCTpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationFrontiers in Education, 4, 1-18. Doi:pt_PT
dc.identifier.doi10.3389/feduc.2019.00140pt_PT
dc.identifier.issn16641078
dc.identifier.urihttp://hdl.handle.net/10400.12/7399
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherFrontiers Media S.A.pt_PT
dc.relationUID/CED/04853/2016pt_PT
dc.relationDeveloping assessment for learning: Impact on students achievement, motivation and emotions
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/pt_PT
dc.titleClassroom talk: The ubiquity of feedbackpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleDeveloping assessment for learning: Impact on students achievement, motivation and emotions
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/3599-PPCDT/PTDC%2FMHC-CED%2F1680%2F2014/PT
oaire.citation.conferencePlaceSwitzerlandpt_PT
oaire.citation.endPage18pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleFrontiers in Educationpt_PT
oaire.citation.volume4pt_PT
oaire.fundingStream3599-PPCDT
person.familyNameMartinho
person.familyNamede Nóbrega dos Santos
person.familyNameSanches
person.familyNameGomes
person.givenNameVera
person.givenNameNatalie
person.givenNameCristina
person.givenNameMarta
person.identifier438346
person.identifier.ciencia-id7D1B-2801-98DC
person.identifier.ciencia-idBE1A-8E3B-2BD0
person.identifier.ciencia-idA017-4037-3354
person.identifier.orcid0000-0002-4250-7040
person.identifier.orcid0000-0002-4973-9311
person.identifier.orcid0000-0003-2102-6552
person.identifier.orcid0000-0002-7014-4865
person.identifier.scopus-author-id55257840200
person.identifier.scopus-author-id56970646900
person.identifier.scopus-author-id55371217000
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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