Download pdf
Study on the Role and Problems of Learning Feedback in Primary School Mathematics Classroom Teaching
- 1 Jiangxi University of Science and Technology
* Author to whom correspondence should be addressed.
Abstract
In education, learning feedback has received widespread attention as an important means to improve students' learning outcomes. However, implementing feedback in primary school mathematics classrooms is still insufficient. Problems such as inadequate feedback and inappropriate feedback seriously affect students' learning outcomes and the development of mathematical thinking. This paper takes primary school mathematics classrooms as the research background and systematically analyzes the current feedback status and problems. The paper also explores the causes of insufficient and inappropriate feedback, especially the impact of tight class time and insufficient teacher feedback skills. The research shows that optimizing feedback strategy is the key to improving the quality of primary school mathematics teaching. Based on the analysis results, this paper makes the following recommendations: combining clear feedback goals with inquiry-based teaching, diversified feedback methods adapted to the level of inquiry, combining precise feedback content with assessment type, adjusting feedback timing and frequency, and improving teachers' feedback skills. The application of these strategies can effectively solve the feedback problem in primary school mathematics classrooms and provide a reference for teaching reform in primary school mathematics.
Keywords
Feedback, inquiry-based learning, elementary mathematics, formative assessment
[1]. Söderström, S., & Palm, T. (2024). Feedback in Mathematics Education Research: A Systematic Literature Review. Research in Mathematics Education, 1-22.
[2]. Zhang, Z. V., & Hyland, K. (2022). Fostering Student Engagement with Feedback: An Integrated Approach. Assessing Writing, 51, 100586.
[3]. Mandouit, L., & Hattie, J. (2023). Revisiting "The Power of Feedback" from the Perspective of the Learner. Learning and Instruction, 84, 101718.
[4]. Green, J. (2023). Primary Students' Experiences of Formative Feedback in Mathematics. Education Inquiry, 14(3), 285-305.
[5]. Smit, R., Dober, H., Hess, K., Bachmann, P., & Birri, T. (2023). Supporting Primary Students' Mathematical Reasoning Practice: The Effects of Formative Feedback and the Mediating Role of Self-Efficacy. Research in Mathematics Education, 25(3), 277-300.
[6]. Gómez-Chacón, I. M., Bacelo, A., Marbán, J. M., & Palacios, A. (2023). Inquiry-Based Mathematics Education and Attitudes Towards Mathematics: Tracking Profiles for Teaching. Mathematics Education Research Journal, 1-29.
[7]. Winstone, N. E., & Boud, D. (2022). The Need to Disentangle Assessment and Feedback in Higher Education. Studies in Higher Education, 47(3), 656-667.
[8]. Aust, L., Schütze, B., Hochweber, J., & Souvignier, E. (2024). Effects of Formative Assessment on Intrinsic Motivation in Primary School Mathematics Instruction. European Journal of Psychology of Education, 39(3), 2177-2200.
[9]. Iannone, P., & Simpson, A. (2022). How We Assess Mathematics Degrees: The Summative Assessment Diet a Decade on. Teaching Mathematics and its Applications: an International Journal of the IMA, 41(1), 22-31.
[10]. Boud, D., & Dawson, P. (2023). What Feedback Literate Teachers Do: An Empirically-Derived Competency Framework. Assessment & Evaluation in Higher Education, 48(2), 158-171.
Cite this article
Liu,H. (2025). Study on the Role and Problems of Learning Feedback in Primary School Mathematics Classroom Teaching. Lecture Notes in Education Psychology and Public Media,84,36-42.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 3rd International Conference on Social Psychology and Humanity Studies
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).