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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
Language: English
Authors: Esra Manay (ORCID 0000-0003-1145-3825), Aysegül Gökhan (ORCID 0000-0001-5648-6343), Fatma Erdogan (ORCID 0000-0002-4498-8634)
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
FullText Text:
  Availability: 0
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PubType: Academic Journal
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  Data: Mathematics Homework Feedback from the Perspective of Mathematics Teachers and Students
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  Data: <searchLink fieldCode="AR" term="%22Esra+Manay%22">Esra Manay</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1145-3825">0000-0003-1145-3825</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aysegül+Gökhan%22">Aysegül Gökhan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5648-6343">0000-0001-5648-6343</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fatma+Erdogan%22">Fatma Erdogan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4498-8634">0000-0002-4498-8634</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy+Analysis+and+Strategic+Research%22"><i>Educational Policy Analysis and Strategic Research</i></searchLink>. 2025 20(2):7-31.
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  Data: 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/
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  Data: Y
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  Data: 25
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Homework%22">Homework</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 1949-4270<br />1949-4289
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1477192
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1477192
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 7
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Homework
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Time
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Mathematics Homework Feedback from the Perspective of Mathematics Teachers and Students
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            NameFull: Esra Manay
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            NameFull: Aysegül Gökhan
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            NameFull: Fatma Erdogan
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              Type: published
              Y: 2025
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            – TitleFull: Educational Policy Analysis and Strategic Research
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