Original scientific paper
https://doi.org/10.15516/cje.v27i1.5490
Enhancing Mathematics Teachers’ Feedback Levels with Action Research
Gözdegül ARIK KARAMIK
; Akdeniz University, Faculty of Education
Ali Özkaya
orcid.org/0000-0002-6401-1839
; Akdeniz University, Faculty of Education
Abstract
The aim of this study was to enhance mathematics teachers’ feedback levels with action research. The study was founded on action research design, and a six-weeks programme was designed for the implementation of action research steps, followed by weekly interviews with five mathematics teachers who were doing their master’s degree in the field of mathematics teaching. The subject Operations with Integers was selected. It entailed 30 lessons with five outcomes for students of the seventh grade, and teachers’ feedback processes regarding the subject were examined. Data were collected via methods of observation, interview and analysing audio-visual material. The study utilized four observation tools: the Feedback Observation Form (FOF), Constructivist Approach Observation Form (CAOF), Mathematical Communication Observation Form (MCOF) and Mathematics Observation Form (MOF), which were prepared by the researchers. Interviews were held with the participants at the weekends following the completion of the lessons for each step of the action plan. Each interview lasted approximately 60-75 minutes, wherein the following issues were discussed: the steps of the action plan, suggestions for improving the implementation, the ways of improvement and the plan for next week. Qualitative data were analysed via descriptive and content analysis, and themes and sub-themes were determined. The findings showed that the constructivist approach, sociocultural theory, mathematical communication skills and doing mathematics are important action steps in enhancing feedback in mathematics education.
Keywords
communication skills; constructivism; doing mathematics; mathematical feedback
Hrčak ID:
333383
URI
Publication date:
28.3.2025.
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