An Investigation of Pre-Service Elementary Mathematics Teachers’ Views and Reflections about Elementary Mathematics Classes’ Instruction Issues

Abstract The purpose of this study was to investigate the nature of changes in pre-service elementary mathematics teachers’ views and reflections about elementary mathematics classes based on their observations in School Experience I and School Experience II courses. Specifically, this study investigated pre-service elementary mathematics teachers’ views and reflections about instructional issues in elementary mathematics classes. For this aim, 19 pre-service elementary mathematics teachers, making their observations in their cooperating schools for 3 months during the School Experience I and School Experience II courses, wrote and submitted their reports at the end of the courses. The results indicated that although there was commonality in the views and reflections of pre-service elementary mathematics teachers’ about instructional issues in elementary mathematics classes, there were differences in their knowledge in the way they perceive instruction as they progressed through their education. Keywords: Pre-service Elementary Mathematics Teacher, Instruction, School Experience I Course, School Experience II Course