EJMT Abstract

Fourth-year prospective mathematics teachers served as instructors and second-year future elementary school mathematics teachers participated as students in a unit on mathematical relations. Videotapes revealed that the fourth-year pre-service teachers were moderately successful in developing their second-year peers’ understanding of the properties of a relation. The videos also showed that the instructors were prone to tell their students about relations without student interaction. Results indicated that participants valued the opportunity to work in a group to develop and improve a lesson, and the experience of observing, and in some cases teaching, a lesson that incorporated their joint efforts. Participants also reported the need to include more examples in the instructional unit and more class participation