Views of mathematics student teachers on teacher insights into the teaching process

Abstract

The purpose of this study is to determine the views of secondary mathematics student teachers regarding teacher insights -Knowledge Quartet's code- into the teaching process. For this purpose, a case study was conducted. 30 volunteer student teachers were asked whether they notice if their students fail to understand the subject matter of the course and what they would do when they notice. Their answers were analysed using content analysis. The student teachers stated that if their students failed to understand the course subject, they could tell this from their eyes and the way they behave. The other indicators that the teachers mentioned about how they can notice that their students fail to understand the subject, include not answering the questions, lack of interest in lesson, and having misconceptions. The student teachers indicated that when they encountered such situations, they would search for the reason, determine the unclear points, use different methods and techniques, explain the subject again, and so on. To make their students understand more clearly.