Peer to peer feedback and its impact on mathematics in the classroom

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cityu.schoolAlbright School of Education
cityu.site.countryUnited States
dc.contributor.authorBrown, Melissa
dc.date.accessioned2020-07-07T23:40:01Z
dc.date.available2020-07-07T23:40:01Z
dc.date.issued2020-06-10
dc.description.abstractSome elementary students have such mathematics anxiety that it impedes their ability to master grade level standards. The participants of this study were 29 fourth grade students in the school where I performed my student teaching. The intervention that was used in the study is that of enhanced peer-mediated feedback. Research suggested that the absorption of feedback during self- and peer- assessment, provides students the opportunity to hone their skills of critical, creative thinkers, effective communicators and collaborative team workers, becoming more personally productive and effective. The findings from this research suggested that it is of paramount importance for students to receive high quality task-involving feedback if they are to make good use of it as a tool for learning.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/911
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.subjectpeer to peer feedback
dc.subjectmathematics
dc.subjectmath
dc.subjectmath anxiety
dc.subjectfourth grade
dc.titlePeer to peer feedback and its impact on mathematics in the classroom
dc.typeThesis
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle (CityU)
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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