Abstract
The aim of this study was to afford pre-service mathematics teachers with the opportunity to work with a pair of students for a semester and reflect on their own practices and students’ performances. Seven pre-service teachers were matched with seven pairs of sixth graders, and they worked with them for 12 weeks. The data was collected through pre and post interviews with pre-service teachers, videos of their interactions with students, and their written reflections on these interactions. The analysis of videos and written reflections revealed that pre-service teachers benefitted from this setting such that they got better in communicating with students, estimating students’ performances and providing appropriate scaffolding for students’ understanding. During the post interviews pre-service teachers also noted that working closely with students helped them to learn about students’ mathematical thinking and understanding as well as improve their teaching skills.
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Kilic, H. (2018). Pre-service Teachers’ Reflections on Their Teaching. In: Strutchens, M., Huang, R., Potari, D., Losano, L. (eds) Educating Prospective Secondary Mathematics Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-91059-8_4
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