---
res:
  bibo_abstract:
  - This qualitative case study investigates how automated feedback from a widely
    accessible digital curriculum resource influences students’ mathematics learning.
    Drawing on a dialogic feedback framework, the study analyzes students’ feedback
    processes in an ecologically valid learning context. Grounded in a sociocultural
    perspective, the framework integrates Carless’ dialogic conceptualization of feedback,
    Shute’s feedback typology, and Vergnaud’s scheme theory. Eight eighth-graders
    from a German secondary school worked individually on percentage problems at home,
    video-recorded via online conferencing. Data included screen recordings and think-aloud
    protocols, which were analyzed using qualitative text analysis. Results reveal
    large individual differences in feedback processes—students vary in when and how
    they access feedback messages and how they make sense of them. Successfully solving
    a task after feedback does not always indicate understanding; in some cases, feedback
    aided procedural completion without conceptual insight. The effectiveness depended
    on the alignment between task design, feedback message content, and students’
    actual difficulties. The study concludes that qualitative analysis of feedback
    processes with digital technologies in ecologically valid settings is necessary
    to target specific student difficulties and promote learning.</jats:p>@eng
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Sebastian
      foaf_name: Rezat, Sebastian
      foaf_surname: Rezat
  bibo_doi: 10.1007/s11858-026-01821-4
  dct_date: 2026^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/1863-9690
  - http://id.crossref.org/issn/1863-9704
  dct_language: eng
  dct_publisher: Springer Science and Business Media LLC@
  dct_title: 'Students’ mathematical feedback processes using a digital curriculum
    resource: A qualitative perspective@'
...