Adjunctive Role for Immediate Feedback in the Acquisition and Retention of Mathematical Fact Series by Elementary School Students Classified with Mild Mental Retardation

A developmental perspective on feedback: How corrective feedback influences children's literacy, mathematics, and problem solving

Research in psychology and education indicates that corrective feedback can be a powerful learning tool. We provide a developmental perspective to focus specifically on how corrective feedback influences learning in childhood (~ages 3-11). Based on a systematic search, we review 44 empirical papers published between 1990 and 2022 examining the effects of corrective feedback on children's performance in the domains of literacy (n=18), mathematics (n=14), and problem solving (n=12). Across these domains, we synthesize research on how children respond to lessons and practice with, versus without, corrective feedback to provide theoretical and practical insights into (1) the effectiveness of corrective feedback in early childhood, (2) the features of effective feedback messages at different ages, and (3) the role of individual learner differences. We make several novel recommendations with some focused on future research questions and others focused on ways teachers can provide effective feedback to children.

Mathematics interventions for children and adolescents with Down syndrome: a research synthesis

BACKGROUND

Many children and adolescents with Down syndrome fail to achieve proficiency in mathematics. Researchers have suggested that tailoring interventions based on the behavioural phenotype may enhance efficacy.

METHOD

The research questions that guided this review were (1) what types of mathematics interventions have been empirically evaluated with children and adolescents with Down syndrome?; (2) do the studies demonstrate sufficient methodological rigor?; (3) is there evidence of efficacy for the evaluated mathematics interventions?; and (4) to what extent have researchers considered aspects of the behavioural phenotype in selecting, designing and/or implementing mathematics interventions for children and adolescents with Down syndrome? Nine studies published between 1989 and 2012 were identified for inclusion.

RESULTS

Interventions predominantly focused on early mathematics skills and reported positive outcomes. However, no study met criteria for methodological rigor. Further, no authors explicitly considered the behavioural phenotype.

CONCLUSIONS

Additional research using rigorous experimental designs is needed to evaluate the efficacy of mathematics interventions for children and adolescents with Down syndrome. Suggestions for considering the behavioural phenotype in future research are provided.