Formatives Feedback zum mathematischen Argumentieren (FEMAR)

Bibliographical References

Hess, Kurt, Smit, Robbert. 2024. Lehrende unterstützen Lernende beim mathematischen Argumentieren mit Feedback-Dialogen – eine Mixed Methods-Studie. In: Journal für Mathematik-Didaktik. Vol.: 45. DOI: 10.1007/s13138-024-00240-w Online: https://doi.org/10.1007/s13138-024-00240-w
Smit, Robbert, Bachmann, Patricia, Dober, Heidi, Hess, Kurt. 2024. Feedback levels and their interaction with the mathematical reasoning process. In: The Curriculum Journal. Vol.: 35. DOI: https://doi.org/10.1002/curj.221 Online: https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/curj.221
Smit, Robbert, Dober, Heidi, Hess, Kurt, Bachmann, Patricia, Birri, Thomas. 2022. Supporting primary students’ mathematical reasoning practice: the effects of formative feedback and the mediating role of self-efficacy. In: Research in Mathematics Education. DOI: 10.1080/14794802.2022.2062780 Online: https://www.tandfonline.com/doi/abs/10.1080/14794802.2022.2062780
Smit, Robbert, Hess, Kurt, Taras, Alexandra, Bachmann, Patricia, Dober, Heidi. 2023. The role of interactive dialogue in students’ learning of mathematical reasoning: A quantitative multi-method analysis of feedback episodes. In: Learning and Instruction. Vol.: 86. DOI: https://doi.org/10.1016/j.learninstruc.2023.101777 Online: https://www.sciencedirect.com/science/article/pii/S0959475223000464

Smit, Robbert, Hess, Kurt, Bachmann, Patricia, Dober, Heidi, Buholzer, Alois, Brovelli, Dorothee. 2023. Formatives Feedback und Rubrics fördern mathematisches Argumentieren in der Primarschule. In: Formatives Assessment. Perspektiven für Unterricht und Lehrerinnen- und Lehrerbildung. Münster.