Journal of Mathematics Teacher Education

, Volume 2, Issue 2, pp 143–166

A Structure to Enable Preservice Teachers of Mathematics to Reflect on Their Teaching

  • Alice F. Artzt

DOI: 10.1023/A:1009999004407

Cite this article as:
Artzt, A.F. Journal of Mathematics Teacher Education (1999) 2: 143. doi:10.1023/A:1009999004407


This article presents a conceptual framework for studying the relationship between cognition and instructional practices of preservice secondary mathematics teachers. It describes how the framework was used as a basis for activities in which preservice teachers engaged in structured reflection on their teaching as a means towards their professional growth. The approach required student teachers to engage in both prelesson and postlesson reflective activities. These activities are described, and details of two cases are given. This article demonstrates how this approach can facilitate the progression of preservice teachers' pedagogical techniques and conceptions.

Copyright information

© Kluwer Academic Publishers 1999

Authors and Affiliations

  • Alice F. Artzt
    • 1
  1. 1.Department of Secondary Education and Youth ServicesQueens College of the City University of New YorkFlushing