Secondary School Mathematics Teachers Beliefs About Feedback Concept, Delivery Style and Timing of Feedback

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This study aimed to investigate secondary school mathematics teachers beliefs about the concept of feedback, the features of effective feedback, delivery style of feedback, and feedback timing. In line with this aim, the qualitative research method was used in this study. The data were collected from three teachers of Mathematics working in three different secondary schools located in the county of Akçaabat in Trabzon by conducting semi-structured interviews including open-ended and scenariotype questions. The data collected were subject to content analysis, and “data coding” was used as the data analysis technique. The results of the study indicated that the teachers made general statements different from one another while defining the concept of feedback and stressed the evaluative features of feedback that focused on students‟ personalities in addition to the descriptive features that aimed to improve their performances while considering the features of feedback. It was also revealed that the teachers believed it was much easier to provide verbal feedback and had different beliefs about feedback timing.

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Feedback concept , Features of effective feedback , Delivery style of feedback , Timing of feedback , Secondary school mathematics teachers

Gaziantep University Journal Of Social Sciences

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Gaziantep University Journal Of Social Sciences