An investigation of secondary mathematics teachers' feedbacks to students' errors

This study aims to investigate secondary mathematics teachers? feedbacks to students? errors. To achieve this aim, we examine what the feedback types are, what are the frequencies of the feedback types and how change these types and their frequencies depending on the teachers. The study is designed as case study which is the one of the quantitative research methods and the data gathered by using ?non-structured observations? from three secondary mathematics teachers throughout 74 lessons in tenth grades. Also non-structured interviews were utilized to attest to the research findings. In the light of the gathered data, the feedback types are identified, the frequencies and distributions of these feedback types are revealed and, feedback types and their frequencies are discussed depending on some characteristic of each teacher?s. According to the findings of this study, feedback types and frequenciesof these feedback types vary depending on the teachers and we have been thinking the reasons of this are teachers? teaching styles and their viewpoints on error.