Formativ återkoppling i matematikundervisning: En studie av elevers engagemang i återkopplingsprocesser

Formative feedback is a significant aspect of mathematics teaching for the development of students’ mathematical competence. For this feedback to be effective, students need to be engaged in formative feedback processes, but despite its potential this is not always the case. The aim of this thesis is to deepen understanding of what matters for variations in students’ engagement in formative feedback processes in mathematics education, with a particular focus on students’ perspectives.