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Theory, Practice and Reflection: A pre-service primary mathematics education programme

This paper describes a case study investigating the impact of a primary mathematics method programme on pre-service primary teachers' capacity, and willingness to learn and teach mathematics for relational understanding. The programme, a collaborative endeavour between primary schools and university tutors, enables student teachers to practice in an on-going, integrated and consistent manner what they are learning in theory, and to reflect on their experiences. The findings from test, questionnaire and interview data indicate that the weekly cycle of theory, practice and reflection in which student teachers engage enhances their capacity, and provides an incentive for them to learn and teach mathematics for relational understanding.