Primary school second grade mathematic teachers’ feedback strategies to students’ mistakes

At the behaviorist theories mistake is ignored.Cognitive theories only give attention to misconceptions which aremistakes. In constructivist approach, on the other hand mistake is animportant opportunity for learning and considered as an inevitable partof the learning environment. But there is not enough research aboutexistence and source of mistake and its place in teaching regardingconstructivist approach too. In this research 250 hours mathematiccourse in sixth, seventh and eighth grades are observed and types offeedbacks are categorized in six categories from 30 hours ofobservations which are examined in detail. 1) Ignoring Mistake orActing as if It is True 2) Giving Answer 3) Saying “it is Wrong” 4)Establishing Cognitive Conflict 5) Simplifying 6) Using Analogy. Thestudy is a case study because of the study’s data acquired from fiveteachers’ lessons. It is a qualitative study in terms of data collectionand analysis dimension and in that it doesn’t include the aim ofmaking generalization