PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Exploring co-generative dialogues with undergraduates to improve teacher feedback practices in a probability and statistics class
Page: 1195
Providing students with explanation feedback on their homework has been shown to highly and effectively support their learning. However, there is limited research on how students might play an active role, in collaboration with teachers, to tailor feedback, to meet students’ needs. This study, carried out as a form of practitioner-inquiry in a teacher’s own classroom, explores how a teacher used their own and their students’ shared experiences to refine and develop explanation feedback that supports students’ mathematics learning in an undergraduate Probability and Statistics class. Data include records of co-generative dialogues between the teacher and her ten students, and the students’ homework worksheets. Emergent findings show that co-generative dialogues provide an effective opportunity for teachers to learn from their students how to improve their pedagogical practices, especially in providing effective explanation feedback.