Akademik Veri Yönetim Sistemi
Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, cilt.27, sa.1, ss.39-84, 2025 (SSCI)
The aim of this study was to enhance mathematics teachers’ feedback levels with
action research. The study was founded on action research design, and a six-weeks
programme was designed for the implementation of action research steps, followed
by weekly interviews with five mathematics teachers who were doing their master’s
degree in the field of mathematics teaching. The subject Operations with Integers was
selected. It entailed 30 lessons with five outcomes for students of the seventh grade,
and teachers’ feedback processes regarding the subject were examined. Data were
collected via methods of observation, interview and analysing audio-visual material.
The study utilized four observation tools: the Feedback Observation Form (FOF),
Constructivist Approach Observation Form (CAOF), Mathematical Communication
Observation Form (MCOF) and Mathematics Observation Form (MOF), which were
prepared by the researchers. Interviews were held with the participants at the weekends
following the completion of the lessons for each step of the action plan. Each interview
lasted approximately 60-75 minutes, wherein the following issues were discussed:
the steps of the action plan, suggestions for improving the implementation, the ways
of improvement and the plan for next week. Qualitative data were analysed via
descriptive and content analysis, and themes and sub-themes were determined. The
findings showed that the constructivist approach, sociocultural theory, mathematical
communication skills and doing mathematics are important action steps in enhancing
feedback in mathematics education.