Written feedback and problem solving in Mathematics
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Abstract
This article stems from a study in which one of the objectives is to understand the contribution of feedback in the process of solving mathematical problems. More specifically, it aims to identify characteristics of feedback that enhance mathematical problem solving. This study falls within a qualitative research paradigm and follows a research-on-practice approach. The results of this study show that the teacher, when writing feedbacks, should consider the operations and strategies underlying the proposed problem, the difficulties students show in solving it, the students' characteristics, and the typology of the proposed tasks.
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