The effects of self-correcting mathematics problems on student achievement in a 5th grade classroom

摘要

The purpose of this study was to observe if academic success and improved attitude towards mathematics occurred when students assessed and corrected their math homework as well as any summative assessments. This was a three-week study that included 10 math lessons, two cumulative math tests, and one benchmark test. Eight 5th grade students participated in the study by correcting their math homework and graded assessments, while the teacher modeled correct procedures, methods, and answers. Students duplicated this information on a correction paper, and turned in the original work along with their corrections. The study found that not only did students academic performance increase, their overall attitude towards math improved to the point where they enjoyed math more than they had previously, and they gained greater confidence in themselves in regards to the subject of mathematics.