Research article | Open Access
Educational Policy Analysis and Strategic Research 2025, Vol. 20(2) 7-31
Mathematics Homework Feedback from the Perspective of Mathematics Teachers and Students
pp. 7 - 31 | DOI: https://doi.org/10.29329/epasr.2025.1329.1
Publish Date: July 03, 2025 | Single/Total View: 47/32 | Single/Total Download: 53/36
Abstract
This study aimed to investigate how mathematics teachers' feedback on homework is perceived from both teacher and student perspectives. A phenomenological research design was employed, involving six elementary school mathematics teachers and six middle school students from a provincial center in Eastern Anatolia. Data were collected through online focus group discussions and analyzed using descriptive analysis. Teachers primarily perceived feedback as "homework control" and emphasized its role in identifying deficiencies, reinforcing learning, and fostering questioning skills. However, time constraints were a major challenge in providing feedback. In distance education, technological problems and reduced teacher-student interaction negatively affected feedback processes, while face-to-face education enabled more accurate evaluation and effective feedback. Students generally perceived feedback as superficial and symbolic but acknowledged its motivational impact. They also highlighted the advantages of face-to-face feedback over distance education. The findings suggest that feedback should be more constructive and process-oriented to enhance both teaching effectiveness and student learning outcomes.
Keywords: Feedback, homework, homework feedback, mathematics teachers, mathematics education
APA 7th edition
Manay, E., Gokhan, A., & Erdogan, F. (2025). Mathematics Homework Feedback from the Perspective of Mathematics Teachers and Students. Educational Policy Analysis and Strategic Research, 20(2), 7-31. https://doi.org/10.29329/epasr.2025.1329.1
Harvard
Manay, E., Gokhan, A. and Erdogan, F. (2025). Mathematics Homework Feedback from the Perspective of Mathematics Teachers and Students. Educational Policy Analysis and Strategic Research, 20(2), pp. 7-31.
Chicago 16th edition
Manay, Esra, Aysegul Gokhan and Fatma Erdogan (2025). "Mathematics Homework Feedback from the Perspective of Mathematics Teachers and Students". Educational Policy Analysis and Strategic Research 20 (2):7-31. https://doi.org/10.29329/epasr.2025.1329.1
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