Exploring Teacher Verbal Feedback in Chinese Primary Mathematics Classrooms: A Video-Based Study

• In Event: Examining Mathematics Teaching Practices

Abstract

Classroom verbal feedback is a key factor influencing student learning. This study investigates characteristics of teacher verbal feedback in Chinese primary mathematics classrooms using the Visible Learning Feedback Model. A two-dimensional framework was developed to analyze feedback from horizontal and temporal perspectives. Two geometry lessons from a national teaching conference were selected for video analysis. Results indicate that feedback at four levels across both lessons shared similarities and differences, with process level feedback dominating (50.00%, 53.33%). Episode analysis revealed characteristics of feedback strategies at the stage of deep learning. Temporally, teachers offered timely feedback affirming progress but lacked systematic feed up design. The findings inform the application of feedback theory and provide insights for improving mathematics instruction and teacher development.

Authors

• Jingwen Wang, Institute of Curriculum and Instruction East China Normal University

• Hao Xie, Institute of Curriculum and Instruction East China Normal University

• Wenye Zhou, Institute of Curriculum and Instruction East China Normal University