Prospective mathematics teachers’ interpretative knowledge: focus on the provided feedback

International audienceIn this work, we focus on the meaning prospective mathematics teachers assign to a set of students’ productions and the feedback provided to these students. Based on these findings, we discuss prospective teachers’ interpretative knowledge required for providing a fruitful feedback to students, having their reasoning as the starting point. Data collection (written responses) for this investigation took place at a workshop involving 19 prospective teachers from a Chilean university. Thematic analysis of their responses revealed two distinct types of feedback, namely that grounded in the nature and focus of the interpretation provided, and that focusing on the content of prospective teachers’ knowledge