Abstract
AbstractIn this article, the role of digital feedback that was provided in an outdoor mathematics education setting is taken into consideration. Using the app MathCityMap (2020) in the context of a mathematics trail, the influence of positive and/or negative feedback is examined in relation to how it influences the processes of verification and elaboration. In this context, special emphasis is placed on the students’ verification and elaboration and their relation to reasoning. In this qualitative study, 19 secondary students were filmed while solving mathematics tasks outdoors without digital support, as well as in indoor settings to enable a comparison. The results show that negative feedback in particular leads to a verification of the result. Still, an elaboration and explanation of why a result was incorrect was not often explicitly formulated by the students. Therefore, the potential of feedback is mainly seen in giving students a clear idea about the correctness of the result and searching for an alternative strategy to solve the task when in an outdoor setting.
Funder
Johann Wolfgang Goethe-Universität, Frankfurt am Main
Publisher
Springer Science and Business Media LLC
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