Teacher feedback in problem-oriented mathematics teaching–theoretical considerations and empirical findings
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Resumo
Feedback is widely recognized as one of the most influential factors in student learning success. While it is acknowledged that subject-specificity also plays a significant part, there are still only a few models for analyzing feedback based on the characteristics of individual disciplines. Furthermore, many well-known models have not been developed or tested specifically in a classroom setting. Our goal was therefore to develop a tool for analyzing teacher feedback in mathematics teaching. To this end, we videotaped lessons on problem-oriented mathematics teaching in primary school, as solving mathematical problems is particularly challenging for primary school students and requires more specific feedback from teachers. We analyzed these lessons based on levels of feedback and feedback level-specific categories from established feedback models. In doing so, the analysis tool developed could be inductively supplemented with additional feedback level-specific categories, enabling a detailed analysis of teacher feedback. The analysis tool developed was found to be effective in achieving satisfactory levels of intercoder agreement. This will enable future analyses of patterns and practices in teacher feedback.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Education, v. 11
- Editora
- Frontiers Media S.A.
- Ano
- 2026 (2026-02)
- Idioma
- en
- Palavras-chave
- mathematics education; primary school; problem solving; qualitative research; teacher feedback; feedback model; primary school mathematics; analysis tool development; inter-coder agreement; classroom observation; mathematical problem solving
- Temas
- Avaliação, Resolução de Problemas
- DOI
- 10.3389/feduc.2026.1736919
- ISSN
- 2504-284X
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
THEILE, Yasmin; ROTT, Benjamin. Teacher feedback in problem-oriented mathematics teaching–theoretical considerations and empirical findings. Frontiers in Education, v. 11, 2026. DOI: https://doi.org/10.3389/feduc.2026.1736919.
APA
Theile, Y., & Rott, B. (2026). Teacher feedback in problem-oriented mathematics teaching–theoretical considerations and empirical findings. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1736919
BibTeX
@article{theile2026,
author = {Theile, Yasmin and Rott, Benjamin},
title = {Teacher feedback in problem-oriented mathematics teaching–theoretical considerations and empirical findings},
year = {2026},
journal = {Frontiers in Education},
volume = {11},
publisher = {Frontiers Media S.A.},
doi = {10.3389/feduc.2026.1736919},
language = {en}
}RIS
TY - JOUR AU - Theile, Yasmin AU - Rott, Benjamin TI - Teacher feedback in problem-oriented mathematics teaching–theoretical considerations and empirical findings PY - 2026 JO - Frontiers in Education VL - 11 DO - 10.3389/feduc.2026.1736919 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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