The Rational Numbers in a Pre-service Mathematics Teacher Educational Path Highlighting the Role of Feedback in the Formative Assessment

In this study we present an experimental research which analyses the role of feedback in a Formative Assessment path in solving an arithmetic task for university students, future mathematics’ teachers. The educational path has been divided into various phases, in which pre-service mathematics teachers worked in small groups. Teachers had to solve an arithmetic task concerning rational numbers. The workshop has been held online and, indeed, the role of technol- ogy is very important, since it ensures some important interactions. In this paper, is shown in which way giving and receiving feedback could make the students aware of the mathematical concepts. This activity has favored an improvement in communication and in problem solving strategies. In particular, feedback has a very important role in this Formative Assessment process, since it gives multiple perspectives for students and teachers, it makes the communication and argumen- tative skills improve and it makes the students aware of their own work revealed while analyzing and evaluating the others’ work.