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

The purpose of this study was to investigate the nature of changes in pre-service mathematics teachers ’ views and reflections about instructional issues in elementary mathematics classes as they progress in teacher education program. For this aim, 19 pre-service mathematics teachers, making their observations in their cooperating schools for 3 months, wrote and submitted their reports. The reports were analyzed via content analysis. The results indicated that although there was commonality in the views and reflections of pre-service 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