This study concentrated on the theory–practice problem in mathematics teacher education. We examined 13 student teachers' use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could be identified univocally and described in a systematic way. We describe a case study that illustrates the nature and level of one student teacher's use of theory and discuss variations in all of the student teachers' reasoning and differences in their depth of theory use.
Wil Oonk, Freudenthal Institute, Utrecht University, the Netherlands, Orianlaan 96, 1223 AK, Hilversum, the Netherlands; firstname.lastname@example.org
Nico Verloop, ICLON Graduate school of Teaching, Leiden University, the Netherlands, Postbox 905, 2300 AX Leiden, H 2300 AX, the Netherlands; email@example.com
Koeno P. E. Gravemeijer, School of Education, Eindhoven University of Technology, the Netherlands, Rijnsburgweg 47, 2334 BG, Leiden, the Netherlands; firstname.lastname@example.org