A prospective mathematics teacher's shifts in tone of language from ineffective to effective written feedback on a pupil's project.
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| Title: | A prospective mathematics teacher's shifts in tone of language from ineffective to effective written feedback on a pupil's project. |
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| Authors: | Okumus, Samet1 samet.okumus@erdogan.edu.tr |
| Source: | Mathematics Enthusiast. Apr2026, Vol. 23 Issue 1/2, p37-54. 18p. |
| Subject Terms: | *Mathematics teachers, *Student projects, *Language & languages, Tone (Phonetics), Mathematics |
| Abstract: | In the present study, I analyze data from a prospective mathematics teacher, Oya, and her shift in the tone of language used in self-perceived ineffective and effective written feedback on a real pupil's mathematics project. The results indicate that, in her ineffective feedback, Oya primarily provides neutral and negative responses, often highlighting the pupil's mistakes in a harsh and judgmental manner. In contrast, her effective feedback demonstrates a wider range of tones, including a substantial amount of neutral feedback as well as solution-oriented comments. The study underscores the importance of tone in feedback, emphasizing how different language use and word choices can support or hinder a pupil's development. Implications for future research are provided. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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