Feedback on answers to questions involving fractions with fifth grade elementary school students through the use of an app

Abstract

This study was carried out with four fifth grade students from Yahualica, Jalisco, in the context of the pandemic caused by Covid-19. Feedback is assumed in this paper to be one of the most powerful tools for learning and educational achievement. The research is based on the concept of feedback as a perspective of Visible Learning and Teaching proposed by Hattie (Hattie, Gan, 2011), and Hattie & Timperley’s Feedback model (2007). The methodological horizon used for this study corresponds to a qualitative perspective (Creswell, 2012) using a case study (Stake, 1999). The research method used participant observation (Creswell, 2012), as well as a semi-structured interview (Kvale, 2011) to collect qualitative data from the students, who interacted with an application for solving fractional problems. For the data analysis, the double coding cycle proposed by Saldaña (2009) was used. As a result of our research, we concluded that students seek feedback to find improvement procedures, and for it to be used there must be an adequate learning environment where error is seen as an opportunity to learn.