Gender Differences in Students' Perceptions of Teacher and Peer Feedback in Mathematics: Lessons from Denmark

Autor/inn/en	Sortkaer, Bent; Reimer, David
Titel	Gender Differences in Students' Perceptions of Teacher and Peer Feedback in Mathematics: Lessons from Denmark
Quelle	In: Oxford Review of Education, 48 (2022) 2, S.184-200 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sortkaer, Bent) ORCID (Reimer, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2021.1948396
Schlagwörter	Foreign Countries; Feedback (Response); Peer Evaluation; Gender Differences; Mathematics Instruction; Grade 8; Grade 9; Teacher Role; Classroom Environment; Student Characteristics; Secondary School Students; Secondary School Mathematics; Student Attitudes; Socioeconomic Status; Ethnicity; Grade Point Average; Denmark + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; Mathematics lessons; Mathematikunterricht; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerrolle; Klassenklima; Unterrichtsklima; Sekundarschüler; Schülerverhalten; Socio-economic status; Sozioökonomischer Status; Ethnizität; Dänemark
Abstract	Although a vast amount of literature on feedback practices and the effects of feedback on learning outcomes exists, very few studies include peer feedback in the analysis, and very few studies examine variations in students' perceptions of feedback. By exploiting a unique survey of feedback practices in mathematics lessons (Student Experiences of Feedback survey) among eighth and ninth graders in Denmark (N = 1,098), we examine gender differences in how students experience three different varieties of feedback: feedback delivered by teachers, feedback delivered by peers, and feedback given to peers. We find that while boys experience the most teacher-student feedback, girls experience the most feedback from peers. Furthermore, results indicate that class composition (i.e. the gender ratio and the average socioeconomic background of peers) influences feedback practices. Our results have implications for understanding the gendered nature of the multidirectional and polyphonic feedback actions that occur on a daily basis within mathematical classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01