With the shift in educational paradigms from “teaching-centered” to “learning-centered”, mathematics classrooms are undergoing significant transformations. Feedback is a crucial factor influencing students’ learning and academic achievement, and students’ active engagement is considered a key prerequisite for effective feedback. However, current research has not fully explored how students engage with feedback in mathematics classrooms or the factors that influence the engagement. Additionally, providing timely and meaningful feedback remains a significant challenge for teachers. This article examines the nature of feedback, analyzes the critical role of student engagement with it, and identifies key factors influencing this engagement in mathematics classrooms. Based on the application of big data analysis, the study proposes strategies to enhance students’ engagement with feedback, aiming to promote mathematics learning and teaching. These findings provide a theoretical basis for improving students’ engagement with feedback and for guiding the strategic design of interventions aimed at improving this engagement.
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