![]() Participants conceptualized homework feedback in three directions (i.e., teachers’ feedback provided to students, students’ feedback provided to teachers, and homework self-feedback), being teachers’ monitoring of students’ learning the purpose reported by most teachers. ![]() ![]() To enhance the trustworthiness of findings, classroom observations were used for triangulation of data. Data were analyzed using content analysis. Forty-seven teachers from elementary and middle schools participated in six focus groups. This study explored mathematics teachers’ conceptions of the homework feedback focusing on four key aspects: definition, purpose, types, and perceived impact.
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