Feedback levels and their interaction with the mathematical reasoning process

In our multi‐method study, feedback levels derived from the well‐known feedback model of Hattie and Timperley were used in conjunction with feedback that was related to subject‐specific content; here, mathematical reasoning tasks in primary school. Feedback needs to be aligned with the learning proc...

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Veröffentlicht in:	Curriculum journal (London, England) England), 2024-06, Vol.35 (2), p.184-202
Hauptverfasser:	Smit, Robbert, Bachmann, Patricia, Dober, Heidi, Hess, Kurt
Format:	Artikel
Sprache:	eng
Schlagworte:	formative feedback interest for mathematics mathematical reasoning primary class students
Online-Zugang:	Volltext
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