Abstract: Research has shown that feedback provided in the form of written comments which clarify student misconceptions is effective in improving students’ strategy for processing knowledge and self-regulation of learning. In Singapore, feedback for mathematics is usually given in the form of scores or grades and offers little information about students’ learning processes. This intervention study, carried out in a mathematics classroom in Singapore, compared the effect of Traditional Feedback (test scores or grades, ticks and crosses, circling of mistakes) versus Enhanced Feedback (task-level written feedback that sought to clarify students’ misconceptions and focus them on processes and self-regulation) on students learning of mathematics. The results showed that Enhanced Feedback is specific and helpful in enabling students to plan their course of action and has a positive effect on the students’ perception of how feedback would affect their learning in mathematics.

Key words: feedback, learning, mathematics, grade 10 students