Meaningful Feedback as a Means of Visible Mathematics Learning and Teaching for Gifted Students

Aliya A. Kalimullina; Gasangusein I. Ibragimov; Juanjo Mena; Roza A. Valeeva

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Chapter 4 Meaningful Feedback as a Means of Visible Mathematics Learning and Teaching for Gifted Students

In: Educating Gifted, Talented, Creative and Dissimilar Learners

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Aliya A. Kalimullina

Aliya A. Kalimullina
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Gasangusein I. Ibragimov

Gasangusein I. Ibragimov
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Juanjo Mena

Juanjo Mena
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Roza A. Valeeva

Roza A. Valeeva
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Type:: Chapter

Pages:: 64–89

DOI:: https://doi.org/10.1163/9789004532571_004

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Abstract

Mathematics is rendered as the most difficult subject in the curriculum by the students. For that reason, feedback becomes a cornerstone for meaningful learning. Literature research reports that the feedback in the classroom can be two-directional and equally important: from the teacher to the student, and from the student to the teacher. This chapter focuses on identifying the mechanisms of two-way feedback in the learning process and determining their impact on the success of gifted students learning math. A questionnaire was developed to determine the extent to which types of feedback make learning visible to learners. The main results show three types of organization of feedback that helped the students to monitor their educational progress and to self-regulate their studies. The developed methods providing two-way feedback during homework and in the classroom with the help of digital technology contribute to the improvement of the learning process and the organization of visible learning.

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Educating Gifted, Talented, Creative and Dissimilar Learners

Imagining the Future

Series: Global Education in the 21st Century, Volume: 6

Cover Educating Gifted, Talented, Creative and Dissimilar Learners

E-Book ISBN:: 9789004532571

Publisher:: Brill

Print Publication Date:: 05 Oct 2022

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- Education

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Chapter 4 Meaningful Feedback as a Means of Visible Mathematics Learning and Teaching for Gifted Students

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Educating Gifted, Talented, Creative and Dissimilar Learners

Imagining the Future

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