A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms

Na Li; Yiming Cao; Ida Ah Chee Mok

doi:10.12973/eurasia.2016.1298a

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Na Li ¹ ^* , Yiming Cao ², Ida Ah Chee Mok ¹

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¹ Faculty of Education, The University of Hong Kong² School of Mathematical Science, Beijing Normal University, Beijing, China^* Corresponding Author

Abstract

Background:
Teachers’ verbal feedback plays an important role in classroom teaching. Different types of feedback can have different effect on students’ learning. Praise and blame feedback could provide positive and negative result for learners. The gap was left in considering teachers’ attitudes in providing verbal feedback to students.

Material and methods:
Due to feedback which may culture dependently, the types of teachers’ verbal feedback were studies based on analysis of 24 teachers from 4 regions (Shenyang, Beijing, Hangzhou and Chongqing) in junior secondary mathematics classrooms of China.

Results:
A coding scheme on the attitudes of teacher verbal feedback was developed which included three categories: “Negative”, “Neutral” and “Positive (Encourage in gesture & Encourage in action)”.Feedback frequency and duration were documented and showed that teachers hold neutral attitudes mostly.

Conclusions:
Teaching method (student-centered or teacher-centered) and school policy were the most apparent factors presented by this study which can have effect on teacher’s verbal feedback.

Keywords

teacher verbal feedback
attitude
Chinese mathematics education
classroom communication

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 9, 2465-2480

https://doi.org/10.12973/eurasia.2016.1298a

Publication date: 29 Jun 2016

Article Views: 2935

Article Downloads: 2016

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How to cite this article

APA

Li, N., Cao, Y., & Mok, I. A. C. (2016). A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2465-2480. https://doi.org/10.12973/eurasia.2016.1298a

Vancouver

Li N, Cao Y, Mok IAC. A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms. EURASIA J Math Sci Tech Ed. 2016;12(9):2465-80. https://doi.org/10.12973/eurasia.2016.1298a

AMA

Li N, Cao Y, Mok IAC. A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms. EURASIA J Math Sci Tech Ed. 2016;12(9), 2465-2480. https://doi.org/10.12973/eurasia.2016.1298a

Chicago

Li, Na, Yiming Cao, and Ida Ah Chee Mok. "A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 9 (2016): 2465-2480. https://doi.org/10.12973/eurasia.2016.1298a

Harvard

Li, N., Cao, Y., and Mok, I. A. C. (2016). A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), pp. 2465-2480. https://doi.org/10.12973/eurasia.2016.1298a

MLA

Li, Na et al. "A Framework for Teacher Verbal Feedback: Lessons from Chinese Mathematics Classrooms". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 9, 2016, pp. 2465-2480. https://doi.org/10.12973/eurasia.2016.1298a