The Relationship between Mistakes and Feedbacks Encountered in Mathematics Course in the 7th Grade
Öz
Perhaps the biggest obstacles to the effective implementation of the student-centred mathematics programs are mistakes. So it is very important to know that not every mistake is the same and that the same type of feedback cannot be used in every mistake type. In this study, firstly 870 mistakes and feedback encountered by 4 teachers in 120 hours were analysed. Then, which feedback technique was used in which type of mistake according to Türkdoğan’s clarification and discussed to what degree the feedback met the expectations of student-centred mathematics curricula. It was found that the use of the Ignoring the Mistake or Accepting it as Correct, Saying the True Answer and Saying the Answer is Wrong feedback techniques in the first type of mistake was more appropriate. The use of Creating Conflicts, Simplifying or Making Connections feedback techniques was insufficient. It is thought that organizing educational activities for teachers and teacher students about mistakes and feedbacks will be useful to establish a more effective student-centred environment.
Anahtar Kelimeler
Teaching Mathematics, Mistake, Mistake Types, mistake-feedback relationship
Kaynakça
- Bahar, M., (2002). Students’ learning difficulties in biology: reasons and solutions, Kastamonu Education Journal, 10, 73–82.
- Baki, A., (2008). Kuramdan uygulamaya matematik eğitimi [Mathematics education from theory to practice] Harf Eğitim Yayınları, Ankara.
- Bybee, R. W. & Sound, R. B., (1990). Piaget for educators (Second Edition), Waveland Pres, Inc. Illinois.
- Çepni, S., Ayas, A., Akdeniz, A.R., Özmen, H., Yiğit, N. & Ayvacı, H.Ş., (2005). Kuramdan uygulamaya fen ve teknoloji öğretimi, 4. baskı [Teaching science and technology from theory to practice, 4. printing], Ankara: PegemA Yayıncılık,.
- Heinze, A., (2005). Mistake-handling activities in the mathematics classroom, Psychology of Mathematics Education, 3, 105-112.
- Nordstrom, C.R., Wendland, D. & Williams, K. B., (1998). “To err is human”: an examination of the effectiveness of error management training, Journal of Business and Pschology, 12 (3), 269-282.
- Santagata, R., (2002). When student make mistake: socialization practices in Italy and the United States, Doctoral Dissertation, Los Angelels: University of California, Philosophy in Psychology.
- Sterponi, L. & Santagata, R., (2000). Mistake in the classroom and at the dinner table: a comparison between socialization practices in italy and the united states, Crossroads of Language, Interaction, and Culture, 3, 57-72.
- Türkdoğan, A. (2006). BDMÖ yoluyla sınıf öğretmeni adaylarının denklemler ve grafikleri konusundaki öğrenme ürünlerinin incelenmesi, [Pre service classroom teachers learning out puts’ investigations about equations and its graphics via the CBMT]. Yayımlanmamış Yüksek Lisans Tezi, Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
- Türkdoğan, A. (2011). Yanlışın anatomisi: ilköğretim matematik sınıflarında öğrencilerin yaptıkları yanlışlar ve öğretmenlerin dönütlerinin analitik incelenmesi, [The anatomy of mistake: analytical investigation of students’ mistakes teachers’ feedbacks in the middle school mathematic classes] Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi, Eğitim Bilimleri Enstitüsü, Trabzon.
