Teaching the Emoji Generations: Examining the Role of Reflections on the Student Teachers’ Development of a Mathematical Activity

In this qualitative study, the role of reflections on the student teachers’ development of a mathematical activity was examined. In this current study, data were gathered from thirty-one students teachers enrolled in alternative teacher certification program at a public university. Data were collected from student teachers’ lesson plan for the activity and their responses to open-ended questions. Student teachers’ reflections on the development of a mathematical activity were examined using the reflection model of the Artz ve Armour-Thomas (1999). Based on this model, this study utilized the model in three phases: pre-activity, post-activity and self-assessment. Results of the study revealed that most of the student teachers’ preferred to design their activity using student-centered approach. However, three student teachers used teacher-centered approach in their mathematics activity. Twenty-eight student teachers selected cooperative learning in their lesson plan. Particularly, they used teams-games-tournaments and jigsaw cooperative learning techniques. However, a few student teachers utilized demonstrations as a teacher centered approach. Student teachers had a difficulty of determining the boundary of the equations and functions of the graphs. Also, they thought the activity would be interesting and motivating for students. They were aware of the fact that designing a mathematical activity related to daily life was important for students. Examining the student teachers’ reflections was informative. It captures to essence of what types of instructional practices would be used by student teachers as a future mathematics teacher.