Gender differences in students’ perceptions of teacher and peer feedback in mathematics: lessons from Denmark

TY - JOUR

T1 - Gender differences in students’ perceptions of teacher and peer feedback in mathematics

T2 - lessons from Denmark

AU - Sortkær, Bent

AU - Reimer, David

PY - 2022

Y1 - 2022

N2 - Although a vast amount of literature on feedback practices and the effects of feedback on learning outcomes exists, very few studies include peer feedback in the analysis, and very few studies examine variations in students’ perceptions of feedback. By exploiting a unique survey of feedback practices in mathematics lessons (Student Experiences of Feedback survey) among eighth and ninth graders in Denmark (N=1,098), we examine gender differences in how students experience three different varieties of feedback: feedback delivered by teachers, feedback delivered by peers, and feedback given to peers. We find that while boys experience the most teacher-student feedback, girls experience the most feedback from peers. Furthermore, results indicate that class composition (i.e., the gender ratio and the average socioeconomic background of peers) influences feedback practices. Our results have implications for understanding the gendered nature of the multidirectional and polyphonic feedback actions that occur on a daily basis within mathematical classrooms.

AB - Although a vast amount of literature on feedback practices and the effects of feedback on learning outcomes exists, very few studies include peer feedback in the analysis, and very few studies examine variations in students’ perceptions of feedback. By exploiting a unique survey of feedback practices in mathematics lessons (Student Experiences of Feedback survey) among eighth and ninth graders in Denmark (N=1,098), we examine gender differences in how students experience three different varieties of feedback: feedback delivered by teachers, feedback delivered by peers, and feedback given to peers. We find that while boys experience the most teacher-student feedback, girls experience the most feedback from peers. Furthermore, results indicate that class composition (i.e., the gender ratio and the average socioeconomic background of peers) influences feedback practices. Our results have implications for understanding the gendered nature of the multidirectional and polyphonic feedback actions that occur on a daily basis within mathematical classrooms.

KW - teacher-student feedback

KW - mathematics

KW - class composition

KW - peer effects

KW - student perspective

KW - gender

KW - peer feedback

UR - https://www.scopus.com/pages/publications/85112197617

U2 - 10.1080/03054985.2021.1948396

DO - 10.1080/03054985.2021.1948396

M3 - Journal article

SN - 0305-4985

VL - 48

SP - 184

EP - 200

JO - Oxford Review of Education

JF - Oxford Review of Education

IS - 2

ER -