The instructional situations in which mathematics teachers provide substantive feedback

Abstract Feedback provided by mathematics teachers usually addresses procedural skills and, to a much lesser extent, other competencies such as conceptual understanding or engagement in mathematical practices. As most previous literature has studied feedback on homework video prompts, how provide the classroom is poorly understood. Here, sixteen lessons taught five were purposefully sampled from larger study (172 lessons) with high-quality according standardized observation instrument. The analysis focused instructional situations which feedback. When feedback, orderly and effective. practices was when students especially challenged, entailed series of complex decisions, thereby placing demands manage both students’ behavior. We argue that researchers should focus negotiate situation allow for