How future teachers improve epistemic quality of their own mathematical practices
Résumé
In this paper, we present how future mathematic teachers improve their self-reflection in didactical analysis competency. We draw on data collected from two groups of prospective teachers, using qualitative methods. We use a prospective teacher as an example to discuss how the training on the use of didactical suitability criteria and reflective tools lead them to learn about the experience , and explain in a deep way how they will change their own practices in the future.
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