This study seeks to answer the question: “How can teacher feedback enhance the development of computational thinking in 2nd basic cycle mathematics classes?” The investigation arises from the need to identify effective pedagogical practices that promote the development of students’ computational thinking. The research focuses on analyzing the effectiveness of four types of feedback: during the resolution of tasks, after the task, scope of performance feedback, and suggestions for improvement. Using the methodology of multimodal narration, interactions between teacher and students were observed and analyzed, focusing on the dimensions of students’ computational thinking and teacher feedback. Feedback patterns and their relationship with indicators of computational thinking development were identified. The results obtained demonstrated that feedback during resolution helped students develop sequencing and logic skills, fundamental for computational thinking; feedback after the task promoted students’ ability to identify and correct errors, developing debugging and critical analysis skills; comprehensive feedback helped consolidate complex concepts, improving abstraction and problem decomposition; personalized improvement suggestions encouraged reflection and metacognition, essential for developing computational thinking. This study contributes to the understanding of how different types of feedback influence the development of specific aspects of computational thinking contributing to the improvement of educational practices, especially in the area of mathematics in basic education.