The purpose of this paper is to propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations.,The study was conducted in context of a mathematics Initial Teacher Education programme in the UK. Participants were invited from the whole cohort of student teachers to identify, script and reflect upon critical classroom incidents. In total, 12 such scripts were produced and then discussed by 17 student teachers in group and plenary sessions. Discussions were audio-recorded. Scripts and discussions were analysed according to four characteristics: consistency between stated pedagogical priorities and intended practices; specificity of the reflection to the classroom situation reported in the scripts; reification of pedagogical discourse; and, reification of mathematical discourse.,In the results, the authors exemplify student teachers’ insights that emerged from the analysis of the scripts through the typology of the four characteristics, and the authors observe that the student teachers’ insights mirror the complexity and richness of the mathematics classrooms they face. The authors’ examples and their evaluation through the aforementioned typology of the four characteristics illustrate the potency of student teachers’ participation in producing, and reflecting upon, individually and collectively, critical incidents of their inaugural experiences in the classroom.,As these activities take placein the context of teacher education, professional development or developmental research environments, an additional challenge is to generate robust and informative evaluation of teachers’ engagement with reflection and research on their practice. This study takes on this challenge in the context of a mathematics teacher education programme in the UK: the authors propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations.,The examples and their evaluation through the typology of four characteristics illustrate the potency of student teachers’ participation in producing, and reflecting upon, individually and collectively, critical incidents of their inaugural experiences in the classroom.

中文翻译：

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编写数学教学经验

本文的目的是为数学学生教师提出和评估一项积极的反思活动，他们在高度具体的课堂情况下考虑数学内容及其教学。该研究是在英国数学初级教师教育计划的背景下进行的。 . 参与者被邀请从整个学生教师队伍中识别、编写和反思关键的课堂事件。总共制作了 12 个这样的脚本，然后由 17 名学生教师在小组和全体会议上进行讨论。讨论进行了录音。脚本和讨论根据四个特征进行分析：陈述的教学重点和预期实践之间的一致性；对脚本中报告的课堂情况的反思的特殊性；教学话语的具体化；以及，数学话语的具体化。,在结果中，作者通过四种特征的类型学举例说明了学生教师从脚本分析中产生的见解，作者观察到学生教师的见解反映了复杂性和丰富性他们面对的数学课堂。作者的例子和他们通过上述四种特征的类型学进行的评估说明了学生教师参与产生和反思他们在课堂上就职经历的关键事件的效力。,当这些活动发生时教师教育、专业发展或发展研究环境的背景，另一个挑战是对教师对他们的实践进行反思和研究的参与度进行有力和翔实的评估。本研究在英国数学教师教育计划的背景下应对这一挑战：作者为数学学生教师提出并评估了一项积极的反思活动，他们在高度具体的课堂情况下考虑数学内容及其教学。,示例他们通过四个特征的类型学对他们的评估说明了学生教师参与创造和反思他们在课堂上就职经历的个别和集体的关键事件的效力。