International Electronic Journal of Mathematics Education

Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Lee MY, Lim W. Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items. INT ELECT J MATH ED. 2020;15(1), em0561. https://doi.org/10.29333/iejme/5946
APA 6th edition
In-text citation: (Lee & Lim, 2020)
Reference: Lee, M. Y., & Lim, W. (2020). Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items. International Electronic Journal of Mathematics Education, 15(1), em0561. https://doi.org/10.29333/iejme/5946
Chicago
In-text citation: (Lee and Lim, 2020)
Reference: Lee, Mi Yeon, and Woong Lim. "Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items". International Electronic Journal of Mathematics Education 2020 15 no. 1 (2020): em0561. https://doi.org/10.29333/iejme/5946
Harvard
In-text citation: (Lee and Lim, 2020)
Reference: Lee, M. Y., and Lim, W. (2020). Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items. International Electronic Journal of Mathematics Education, 15(1), em0561. https://doi.org/10.29333/iejme/5946
MLA
In-text citation: (Lee and Lim, 2020)
Reference: Lee, Mi Yeon et al. "Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items". International Electronic Journal of Mathematics Education, vol. 15, no. 1, 2020, em0561. https://doi.org/10.29333/iejme/5946
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Lee MY, Lim W. Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items. INT ELECT J MATH ED. 2020;15(1):em0561. https://doi.org/10.29333/iejme/5946

Abstract

This study investigates patterns exhibited by pre-service teachers (PSTs) while practicing feedback in response to students’ solutions on a procedure-based mathematics assessment. First, we developed an analytical framework for understanding mathematics PSTs’ written feedback. Second, we looked into how a learning module on a multimedia platform influenced PSTs’ feedback, and identified the ways in which PSTs subsequently revised their initial written feedback. From this analysis, we derived an operational list of emergent patterns of PSTs’ written and content-specific feedback. Our findings suggest that PSTs, in general, are likely to improve their written feedback when they engage in reviewing student work, and have the chance to write and revise their feedback. We also discuss some patterns of PSTs’ initial feedback that did change with practice, and other patterns that persisted, suggesting the need for further guidance and practice in providing students with written feedback.

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