RUME 25
2023
Omaha, Nebraska
Variations in Grading and Instructor Feedback
Page: 45
Although developing proof proficiency is an integral part of undergraduate mathematics, little is known about instructor grading practices and feedback conventions in undergraduate courses in which proof is taught. In recent years, small-scale studies have begun to shed light on how individual instructors at single institutions assign points and provide feedback on proof-related activities. Our study extends this work by describing the results of a large-scale online survey of mathematics educators (n = 86) from multiple institutions. Participants were asked to score and give feedback to hypothetical student submissions of a proof-adjacent assignment; we investigate participants’ responses and provide a taxonomy of their feedback.