The Study On The Types Of Teachers' Error Feedback To Students In Primary Mathematics Classroom

It is often seen in the classroom that each student would make some mistakes in the process of learning mathematics.In response to this phenomenon,teachers often need to give feedback to students' mistakes in order to facilitate students learning mathematics more effectively and improve the teaching effects of teachers.The study refers to the TIMSS video research method,which converts the classroom recorded images into text records,encodes the feedbacks teachers give according to students' mistakes in the classroom,and then draw conclusions using the encoded data.The classroom records of 18 teachers were selected,involving numbers and algebra,graphics and geometry,probability and statistics,distributed in grades three to six,and each subject selected two teachers for comparative analysis.At the same time,the specific mistakes that students made in the classroom are related to the teaching objectives that have been drawn up before the class.Therefore,the students' mistakes are summarized in the form of actual mistakes and teaching objectives.The study mainly draws the following conclusions:1.Teachers' feedbacks to students in the classroom are mainly divided into statement type and question type:2.In the real classroom,the frequency of high-quality feedbacks is significantly higher than that of low-quality ones;3.In the Numbers and Algebra class,the statement type feedbacks appear more frequently than question type feedbacks,while in the Space and Graphics and Statistics and Probability class,question type feedbacks are more than statement type feedback.Teachers should handle students' mistakes reasonably,respect the existence of students' mistakes,and affirm the occurrence of mistakes because mistakes are the shadow of actions.Teachers should be aware of the common mistakes that students make in order to distinguish and correct the mistakes in time.Based on the above research results,the following recommendations are made:1.Accurate and simple questioning2.Timely and reasonable high level feedback3.Interrogative teaching as error occurred4.Not afraid of mistakes...