The purpose of this study is to examine teacher"s feedback use in the elementary mathematics classroom and the influence of them on the construction of classroom culture. We analyzed eight teachers" mathematics classrooms in the same school and examined their feedback use across two dimensions: information-providing feedback and question-request feedback. The findings indicated that feedback frequencies varied across teachers. However, they mainly used information-providing feedback and short-answer request feedback than participation request feedback. Additionally, we found four types of classroom cultures (teacher explanation-focused classroom culture, problem solving-focused classroom culture, student participation-focused classroom culture, and mixed classroom culture) based on teachers" feedback use. Based on these findings, we discussed practical implications for the research in teachers" feedback use and mathematics classroom culture.
The purpose of this study is to examine teacher"s feedback use in the elementary mathematics classroom and the influence of them on the construction of classroom culture. We analyzed eight teachers" mathematics classrooms in the same school and examined their feedback use across two dimensions: information-providing feedback and question-request feedback. The findings indicated that feedback frequencies varied across teachers. However, they mainly used information-providing feedback and short-answer request feedback than participation request feedback. Additionally, we found four types of classroom cultures (teacher explanation-focused classroom culture, problem solving-focused classroom culture, student participation-focused classroom culture, and mixed classroom culture) based on teachers" feedback use. Based on these findings, we discussed practical implications for the research in teachers" feedback use and mathematics classroom culture.
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