Beyond Corrections: Students Revise Their Math Solutions



Amy Wolpin

Amherst Public Schools

Amherst, MA 01002



Students from a fourth grade class (n= 21) were asked to individually solve a complex open-response math problem in a test situation. Student performance was evaluated using an analytical trait scoring rubric along the dimensions of conceptual understanding, mathematical accuracy, approach, and explanation. Most students had difficulty solving the problem with accuracy. The solutions were returned to the students with written prompts for revisions. The revised solutions showed only significant improvement in the area of conceptual understanding. Overall 66% of the students improved their original score after their revision. The students completed self-monitoring questionnaires, and they were individually interviewed about their revised solutions. Most students maintained or increased their confidence levels after their revisions; however, student attitudes and self-awareness about the task varied.


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