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Revisiting students’ perceptions of feedback on one mathematics enhancement course. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 1. Proceedings of the day conference, St. Patrick’s College, Dublin, Ireland, February 28, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 84-89 (2015).
Summary: A Mathematics Subject Knowledge Enhancement Course (MEC or SKE) is designed for non-mathematics specialists to bring their subject knowledge to the required level prior to commencing training as a mathematics teacher. Having previously found, with one cohort, that over the length of the course students’ reliance on teachers and correct answers decreased whilst reliance on feedback increased, I was left with unanswered questions as to what it means to rely on either correct answers or feedback. I am now reporting on my research with another cohort, which was undertaken to discover if the same patterns occurred and the same questions raised. This second cohort also appeared to move away from correct answers. The outstanding questions are whether correct answers and feedback are viewed by the students as external influences on their decisions or whether they are taking responsibility for next steps themselves.
Classification: C29 D49 C79
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