Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11960/3759
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dc.contributor.authorSantos, Catarina-
dc.contributor.authorBarbosa, Ana-
dc.date.accessioned2023-12-18T10:45:48Z-
dc.date.available2023-12-18T10:45:48Z-
dc.date.issued2023-07-19-
dc.identifier.citationSantos, C., & Barbosa, A. (2023). The impact of written feedback in geometry problem solving through a Gallery Walk. International Journal of Education in Mathematics, Science and Technology, 11(5), 1131–1153. https://doi.org/10.46328/ijemst.2891pt_PT
dc.identifier.issn2147-611X-
dc.identifier.urihttp://hdl.handle.net/20.500.11960/3759-
dc.description.abstractTraditionally, students experience difficulties solving problems involving geometric shapes and their properties. In line with the current curricular guidelines, it’s important to reflect about the use of active learning strategies, which directly engage students in meaningful mathematical activity, that contribute to reverse this situation. This paper refers to a study that aims to understand the influence of peer written feedback on students' performance in a Gallery Walk context, in the scope of problem solving involving areas of plane figures. We followed a qualitative, interpretative approach and collected data in a 5th grade class, with 19 students, through participant observation, a questionnaire, interviews, written productions and photographic records. Results show that, when the sender of feedback is a student, different types of feedback are used, however not all of them promote the improvement of the receiver’s performance. It was noticed that the most effective feedback is focused mainly on the emerging mathematical content, commenting on the student's performance in terms of task solution, process and results. It was also found that the feedback must be clear and simple so that the receiver clearly understands what the sender wants to convey.pt_PT
dc.language.isoengpt_PT
dc.publisherInternational Society for Technology, Education, and Sciencept_PT
dc.rightsopenAccesspt_PT
dc.subjectGeometrypt_PT
dc.subjectWritten feedbackpt_PT
dc.subjectGallery Walkpt_PT
dc.titleThe impact of written feedback in geometry problem solving through a Gallery Walkpt_PT
dc.typearticlept_PT
dc.date.updated2023-12-16T16:23:32Z-
dc.description.version0D1E-4824-1244 | Ana Cristina Coelho Barbosa-
dc.description.versioninfo:eu-repo/semantics/publishedVersion-
dc.identifier.slugcv-prod-3418361-
dc.relation.publisherversionhttps://ijemst.net/index.php/ijemst/article/download/2891/393pt_PT
dc.peerreviewedyespt_PT
degois.publication.firstPage1131pt_PT
degois.publication.lastPage1153pt_PT
degois.publication.volume11pt_PT
degois.publication.issue5pt_PT
degois.publication.titleInternational Journal of Education in Mathematics, Science and Technologypt_PT
degois.publication.locationTurkeypt_PT
dc.identifier.doi10.46328/ijemst.2891-
Appears in Collections:ESE - Artigos indexados à WoS/Scopus

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