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Feedback for sense-making: exploring the alignment between teacher feedback and their instructional beliefs and practices
Dissertation   Open access

Feedback for sense-making: exploring the alignment between teacher feedback and their instructional beliefs and practices

Mikhail Miller
Doctor of Philosophy (Ph.D.), Drexel University
Jun 2026
DOI:
https://doi.org/10.17918/00011505
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Abstract

Teacher feedback Mathematics Education
The purpose of this study was to examine how teachers gave feedback during learning tasks and peer-interaction activities in an online professional development workshop, how teachers described their experiences of giving and receiving feedback during the workshop, and the extent to which teachers enacted feedback practices aligned with their beliefs and experiences across phases of the PD. By examining learning processes within the PD context, this study sought to better understand how feedback practices emerged and/or evolved during professional learning. Data included teachers' written feedback on sample student solutions before and after the PD and discussion board reflections on problem-solving and feedback practices. Findings indicated a shift toward more generative feedback, particularly in supporting students' mathematical connections and strategic reasoning, while autonomy support remained consistently high. Teachers described effective feedback as a tool for promoting sense-making, reflection, and student ownership of learning. Cross-phase analysis revealed substantial alignment between teachers' enacted feedback and their stated beliefs, suggesting that collaborative problem-solving and feedback exchanges can support the development of feedback practices that promote mathematical reasoning, autonomy, and deeper student understanding.

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