TEACHERS' FEEDBACK ON ELEMENTARY SCHOOL STUDENTS' MATHEMATICS ERRORS

Source abstract

Student errors offer opportunities to examine mathematical thinking, but teacher responses vary in their instructional focus. This bounded scoping review maps responses to errors in primary mathematics and distinguishes classroom evidence from diagnostic assessment and contextual feedback research. Web searches and DOI-based verification identified a working register of 18 publications dated within December 2020–December 2025. Three publications met the direct evidence criteria: two classroom studies and one assessment of practising primary teachers. The synthesis separates observable responses, inferred learning purposes, and measured outcomes. It proposes a descriptive map covering correction, explanation, diagnostic questioning, justification, and reflection. Written student work was represented in diagnostic assessment, but the core evidence did not establish a comprehensive typology of written teacher comments. Contextual studies inform interpretation without enlarging the core sample. The map supports analysis of feedback episodes rather than rankings of effectiveness. Restricted search coverage, single-pass extraction, and heterogeneous designs limit the conclusions. Further database searches and independent screening are needed before the review can be treated as comprehensive.