Menu
Menu

Menu do Portal GEPEMA

The Impact of Weekly Formative Video Feedback on Pre-Service Teachers' Experiences in Online Mathematics Education

Artigo2021

Chelsea Cutting; Kevin Larkin

Download disponível Baixar PDF na fonte: The Impact of Weekly Formative Video Feedback on Pre-Service Teachers' Experiences in Online Mathematics Education (abre em nova aba)

0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.

Resumo

This paper investigates, using a case study methodology, the impact of formative video feedback on the educational experiences of early childhood and primary pre-service teachers (PST) completing a pedagogically focused mathematics education unit in a fully online mode. Given the trend over the past 10 years towards the delivery of university mathematics education courses online, this research is important. It is particularly timely given the current world health crisis, where universities are hurriedly rolling out online courses. We argue, based on the findings of this initial pilot, that the use of regular, formative video feedback has a positive effect on PST learning, and on the way PSTs perceive and engage with the feedback provided in video form, and on the affective connection this platform provides between the PST and the lecturer. We suggest that these themes have the potential to positively impact on PSTs' knowledge of content and pedagogy in the context of university mathematics education.

Dados da obra

Tipo
Artigo
Periódico
Mathematics Teacher Education and Development
Ano
2021
Idioma
en
Palavras-chave
Video Technology; Feedback (Response); Formative Evaluation; Preservice Teachers; Early Childhood Teachers; Elementary School Teachers; Mathematics Instruction; Online Courses; Program Effectiveness; Student Attitudes; Teacher Student Relationship; Foreign Countries
Temas
Tecnologias Digitais
ISSN
1442-3901
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
CUTTING, Chelsea; LARKIN, Kevin. The Impact of Weekly Formative Video Feedback on Pre-Service Teachers' Experiences in Online Mathematics Education. Mathematics Teacher Education and Development, 2021. Disponível em: https://eric.ed.gov/?id=EJ1295257. Acesso em: 5 nov. 2026.

APA

Cutting, C., & Larkin, K. (2021). The Impact of Weekly Formative Video Feedback on Pre-Service Teachers' Experiences in Online Mathematics Education. Mathematics Teacher Education and Development. https://eric.ed.gov/?id=EJ1295257

BibTeX
@article{cutting2021,
  author = {Cutting, Chelsea and Larkin, Kevin},
  title = {The Impact of Weekly Formative Video Feedback on Pre-Service Teachers' Experiences in Online Mathematics Education},
  year = {2021},
  journal = {Mathematics Teacher Education and Development},
  url = {https://eric.ed.gov/?id=EJ1295257},
  language = {en}
}
RIS
TY  - JOUR
AU  - Cutting, Chelsea
AU  - Larkin, Kevin
TI  - The Impact of Weekly Formative Video Feedback on Pre-Service Teachers' Experiences in Online Mathematics Education
PY  - 2021
JO  - Mathematics Teacher Education and Development
UR  - https://eric.ed.gov/?id=EJ1295257
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

Obras relacionadas

Obras do acervo corrente com mais temas em comum.

Acessibilidade

As escolhas valem em todas as páginas internas e ficam só neste navegador. Atalho: tecla de acesso 5.

Perfis rápidos

Ajustes

Sobre a acessibilidade do Portal