Recent research has shown that summative feedback has a negative effect on pupils’ learning, because the feedback given lacks information sufficient to pupils. This compared to formative feedback which has shown positive results on pupils learning (William 2019). Despite the positive research results, it is problematic to implement the method in to practical teaching (Grevholm 2012).

The purpose of this study is to analyze how formative feedback is used in mathematical teaching for grades 4-6 in Swedish schools. The study aims to answer the following questions: How is formative- and summative feedback in mathematics given? How is verbal feedback in mathematics used?

This study has used the qualitative methods observation and interview to get a deeper insight of individual choices made by teachers. To analyze the collected materials, the theory of formative feedback in different levels have been used.

The results show that the most common used formative feedback was in a verbal form. Verbal formative feedback was preferred since it involves direct communication, seldomly misunderstood. The results also show that written formative feedback was rarely given because it was considered time-consuming. Verbal formative feedback was mostly given to the pupils on a self-regulation level.