International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

University-based Mathematics Teacher Educators’ Use of an Ideational Resource in Providing Lesson Observation Feedback to Pre-service Teachers

Nicola Bretscher, Jill Adler

University College London

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 219–226ISSN 2790-36482026Scopus conference code 336559
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Abstract

We investigate how university-based mathematics teacher educators (MTEs) use an ideational resource when providing feedback to pre-service teachers after observing them teach a lesson in secondary school. The specific ideational resource was a framework for teaching mathematics introduced into university-taught sessions of our pre-service teacher education programme to support lesson-planning. We selected two MTE-pre-service-teacher pairs as telling cases to illuminate when and how MTEs use elements of the framework in providing lesson observation feedback. For each pair, we analysed two lesson observations, drawing on notions of situated abstraction and transparency. We discuss our initial findings and implications.

Keywords

mathematics teacher educatortransparencysituated abstractionpre-service teacher educationresource approach

Recommended citation

Bretscher, N., & Adler, J. (2026). University-based Mathematics Teacher Educators’ Use of an Ideational Resource in Providing Lesson Observation Feedback to Pre-service Teachers. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 219–226). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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