In
a new study focusing on early mathematics understanding, researchers at
Vanderbilt University conclude that teachers' immediate feedback on students'
solutions to problems might not actually be that helpful to some students.
Specifically,
the researchers found that right-or-wrong feedback—positive or negative—on math
problems had a negative effect on students who already had previous knowledge
of the applicable problem-solving strategy. However, if students had no
previous knowledge on how to solve the problem, teachers' feedback greatly
improved their procedural knowledge, or their understanding of the strategy
they were to use.
Link for
the Paper | http://news.vanderbilt.edu/files/FyfeRittleJohnson2015_JEP.pdf
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