Feedback to encourage creative reasoning

This paper presents the way pilot studies underpin a design for a future project investigating how formative feedback can be designed in order to support students’ creative reasoning when constructing solutions to mathematical tasks. It builds on the idea that creative reasoning is beneficial to students’ mathematical learning. Four pilot studies have been performed with the purpose of creating an empirical base for the preparation of formative feedback to students in mathematics classrooms. The results represent a development of general theoretical guidelines for formative feedback. Our specific and empirically based guidelines will act as a starting point for further intervention studies investigating the design of formative feedback aimed at supporting students’ creative reasoning