Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms

Feedback is a prevalent teaching practice in mathematics classrooms, but few studies have documented how teachers enact feedback classrooms. We investigated 47 provided 172 lessons Norwegian lower secondary schools. analyzed the quality of feedback, quantity and whether addressed students’ procedural skills, conceptual understanding, or engagement mathematical practices. Teachers spent large amounts time providing concrete specific most it addressing skills while was less common. The study highlights details relevant for both pre- inservice teacher training.