Between past and future: stories of pre-service mathematics teachers’ professional development

Abstract

We study the efficiency of a pre-service teachers’ education method that is based on a theory-informed analysis of teaching-learning processes, design of tasks for pupils and subsequent creation of fictional classroom discussions focused on the same tasks. A key element of the method is the request, to pre-service teachers, of writing down, after each session of the course in which the method is implemented, accounts of the session, under the guide of suggestive questions. In the contribution we analyse such accounts in order to study the evolution of pre-service teachers’ attitude towards mathematics and mathematics teaching and the development of their identity as future teachers.