Volume
23
Issue
1-2
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.
First Page
37
Last Page
54
Recommended Citation
Okumus, Samet
(2026)
"A prospective mathematics teacher’s shifts in tone of language from ineffective to effective written feedback on a pupil’s project,"
The Mathematics Enthusiast: Vol. 23
:
No.
1
, Article 3.
DOI: https://doi.org/10.54870/1551-3440.1679
Available at:
https://scholarworks.umt.edu/tme/vol23/iss1/3
Digital Object Identifier (DOI)
10.54870/1551-3440.1679
Publisher
University of Montana, Maureen and Mike Mansfield Library
