The Benefits of Computer-Generated Feedback for Mathematics Problem Solving

Autor/inn/en	Fyfe, Emily R.; Rittle-Johnson, Bethany
Titel	The Benefits of Computer-Generated Feedback for Mathematics Problem Solving
Quelle	147 (2016), S.140-151 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1016/j.jecp.2016.03.009
Schlagwörter	Feedback (Response); Mathematics; Mathematics Instruction; Problem Solving; Experiments; Grade 2; Elementary School Students; Public Schools; Private Schools; Intervention; Pretests Posttests; Screening Tests; Equations (Mathematics); Tutors; Tutoring; Scores; Statistical Analysis; Regression (Statistics); Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Problemlösen; Erprobung; School year 02; 2. Schuljahr; Schuljahr 02; Public school; Öffentliche Schule; Private school; Privatschule; Screening-Verfahren; Equations; Mathematics; Gleichungslehre; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Statistische Analyse; Regression; Regressionsanalyse
Abstract	The goal of the current research was to better understand when and why feedback has positive effects on learning and to identify features of feedback that may improve its efficacy. In a randomized experiment, second-grade children (N = 75) received instruction on a correct problem-solving strategy and then solved a set of relevant problems. Children were assigned to receive no feedback, immediate feedback, or summative feedback from the computer. On a posttest the following day, feedback resulted in higher scores relative to no feedback for children who started with low prior knowledge. Immediate feedback was particularly effective, facilitating mastery of the material for children with both low and high prior knowledge. Results suggest that minimal computer-generated feedback can be a powerful form of guidance during problem solving. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01