Özet:

The aim of this study is to examine the written feedback given by the elementary school teachers to the students' mathematics homework and to reveal how the feedback they use differs according to the student's level. The research was carried out with a qualitative approach and a phenomenological design was used. The participants of the study consisted of 24 elementary school teachers working in different public schools in the city center of Manisa. The data of the study were collected by document analysis technique. In order to examine the feedback given by the teachers to the students' mathematics homework, the answers of three different achievement levels to the same mathematics homework were used. The documents that make up the data of the research are the student homeworks that the teachers gave written feedback. Descriptive analysis, one of the qualitative data analysis techniques, was used to classify the written feedback given by the teachers to the students' mathematics homeworks. When the feedback given by the teachers to the students' mathematics homework is examined, it is understood that the teachers prefer evaluative feedback at the rate of 60%. In addition, it is seen that approximately half of them give "Positive evaluative feedback" and one third of them give "Descriptive feedback about development".

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