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In this study bibliotherapy encouraged pre-service teachers to reflect on their school experiences and their views of themselves as learners of mathematics while studying school students’ experiences. Pre-service teachers’ responses to readings on students’ learning problems allowed them to reconstruct their experiences, changing their self-image of themselves as students, and their assessment of their capacity to learn and teach mathematics. Their reflections emphasised the lasting influence of individual teachers, and showed awareness of alternatives to the teaching approaches they experienced.

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Open Access Conference Paper

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Open Access