This article presents a research apparatus for investigating and making sense of stories that emerge from feedback that mathematicians provide on students’ proofs. Using the commognitive framework, the notion of didactical discourse on proof is developed as a lens for conceptualizing mathematicians’ practice of feedback provision. The notion is accompanied by a tentative organizational frame, within which didacticians and mathematicians can operate as partners. The methodological affordances of this apparatus are illustrated with a case study of a research topologist, who taught a small, graduate course in topology. The emerged characteristics of her feedback and discourse are situated in the literature and used to sketch future research avenues.

本文介绍了一种研究工具，用于研究和理解从数学家提供的有关学生证明的反馈中得出的故事。使用认知框架，关于证明的教学话语概念被发展为将数学家的反馈提供实践概念化的一个镜头。这个概念伴随着一个试探性的组织框架，在此框架内，教学人员和数学家可以作为合作伙伴来运作。通过研究拓扑学家的案例研究说明了该仪器的方法学能力，该拓扑学家教授了一个小型的拓扑学研究生课程。她的反馈和话语的新兴特征都存在于文献中，并用于勾勒出未来的研究途径。