PANALYSIS OF THE DECLARED FEEDBACK PRACTICES IN MATHEMATICS, IN THE CONTEXT OF EVALUATION, BY CHILEAN TEACHERS

Feedback is a topic of educational interest, identified as the information on the gap between the current level and the desired level. In this article, we present an analysis of the statements that three math teachers make about feedback. In order to achieve this, we carried out a qualitative-interpretive study through interviews, focused on some types of feedback that appear in the reviewed literature (Contreras & Zuniga, 2017; Fernandez, Hinojosa, Valenzuela, & Yanez, 2015; Tunstall & Gipps, 1996) and the use of Mathematics Teacher's Specialized Knowledge (MTSK), a framework that relates mathematics to knowledge, pedagogical and disciplinary, which every teacher must possess. The results show a feedback oriented towards the evaluative rather than the descriptive, since it does not promote a formative feedback that focuses on providing information to the student in a specific, detailed, individualized, timely manner, oriented towards new learning and identifying the areas that can be improved.