Mathematics Homework Feedback from the Perspective of Mathematics Teachers and Students
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| Title: | Mathematics Homework Feedback from the Perspective of Mathematics Teachers and Students |
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| Language: | English |
| Authors: | Esra Manay (ORCID |
| Source: | Educational Policy Analysis and Strategic Research. 2025 20(2):7-31. |
| Availability: | International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://epasr.inased.org/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Homework, Mathematics Teachers, Teacher Attitudes, Student Attitudes, Elementary School Teachers, Middle School Students, Feedback (Response), Time, Barriers, Distance Education, Teacher Student Relationship, Interaction, In Person Learning |
| Geographic Terms: | Turkey |
| ISSN: | 1949-4270 1949-4289 |
| Abstract: | This study aimed to investigate how mathematics teachers' feedback on homework is perceived from both teacher and student perspectives. A phenomenological research design was employed, involving six elementary school mathematics teachers and six middle school students from a provincial center in Eastern Anatolia. Data were collected through online focus group discussions and analyzed using descriptive analysis. Teachers primarily perceived feedback as "homework control" and emphasized its role in identifying deficiencies, reinforcing learning, and fostering questioning skills. However, time constraints were a major challenge in providing feedback. In distance education, technological problems and reduced teacher-student interaction negatively affected feedback processes, while face-to-face education enabled more accurate evaluation and effective feedback. Students generally perceived feedback as superficial and symbolic but acknowledged its motivational impact. They also highlighted the advantages of face-to-face feedback over distance education. The findings suggest that feedback should be more constructive and process-oriented to enhance both teaching effectiveness and student learning outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477192 |
| Database: | ERIC |
| Abstract: | This study aimed to investigate how mathematics teachers' feedback on homework is perceived from both teacher and student perspectives. A phenomenological research design was employed, involving six elementary school mathematics teachers and six middle school students from a provincial center in Eastern Anatolia. Data were collected through online focus group discussions and analyzed using descriptive analysis. Teachers primarily perceived feedback as "homework control" and emphasized its role in identifying deficiencies, reinforcing learning, and fostering questioning skills. However, time constraints were a major challenge in providing feedback. In distance education, technological problems and reduced teacher-student interaction negatively affected feedback processes, while face-to-face education enabled more accurate evaluation and effective feedback. Students generally perceived feedback as superficial and symbolic but acknowledged its motivational impact. They also highlighted the advantages of face-to-face feedback over distance education. The findings suggest that feedback should be more constructive and process-oriented to enhance both teaching effectiveness and student learning outcomes. |
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| ISSN: | 1949-4270 1949-4289 |
