Feedback in Mathematics

Feedback in Mathematics - More than ticks and crosses

Not all that long ago all students worked on the same problems, making marking a page of sums a reasonably simple exercise.  Now in classroom visits you will see something different!

Teachers now focus on feedback that is focused, timely and based on

strategies for improvement. This takes priority over rows of ticks and crosses or having every piece of working out corrected.

While much of the feedback we give is verbal, written feedback can be seen in books also.

For students privacy we won’t be publishing samples this week, but some examples include:

“Fred was able to skip count by 5s starting at 10. Your goal now is to try starting at 11”

“Wilma, you have used a graph well to record your results.  Don’t forget to label each axis”

“Betty, can you solve this problem another way?”

“Barney, you have made a great x10 pattern, what would happen if you multiplied by 11, or 20?”

Teachers may also annotate students work, particularly in the younger grades to show what they can do.

BamBam can count a collection up to 39

or

When solving subtraction questions Pebbles used a counting up strategy.

Have some questions?  Bring them to one of our numeracy workshops!

Mrs Usher