Tens Correio!

A Comunicação Escrita e o Feedback na Aula de Matemática

Abstract

This paper reports part of an ongoing study that aims to understand and characterize the written communication of future teachers in a context of a penpal experience with elementary school students, in particular the nature of the feedback. The participants were seven students of a teacher education course who interacted with the 3rd graders through letters. A qualitative methodology was chosen and data was collected through observation, written productions and interviews. The results show that the future teachers valued this experience, seeing it as useful and effective in the development of written communication. They had the opportunity to identify aspects that need more attention, such as the adequacy of the discourse, the need to know the curricular guidelines and the importance of knowing the educational context. The type of feedback was diversified, trying to meet the characteristics of evaluative writing.