Formative feedback for mathematical reasoning (FEMAR)
Our study examines the effects of teachers’ feedback based on a rubric for mathematical reasoning.
Specifically, we look at outcomes that are related to primary students’ achievement, self-regulation, and self-efficacy beliefs. Moreover, we are interested in differences in the quality of teachers' feedback. Our sample comprises about 45 classes in two Swiss regions. Within the framework of the study, feedback is conceptualized as formative feedback on the students’ learning in classroom teaching. Mathematical reasoning is defined according to the Swiss national standards for mathematics as consisting in the verification or falsification of solutions by providing explanations.