This article concerns the role of ICT in the development of key aspects of prospective mathematics teachers' professional knowledge (types of tasks and forms of communication) and of the reflective capacity during their practicum. The study involves three prospective teachers placed in different schools. Data were collected through two interviews with each prospective teacher (one at the beginning and another at the end of the practicum) and document analysis (reflection of lessons and e-mail and forum). ICT enabled sharing and discussing situations in the classroom, a collaborative effort between supervisors and prospective teachers, which contributed to the development of knowledge for teaching and of reflective capacity of the prospective teachers. They used different types of tasks and promoted forms of communication other than unidirectional communication. The interpretation, questioning and reconstruction of classroom events helped them to see their practice as a source for learning how to teach.
Prospective Mathematics Teacher Education; Task; Communication; Reflection; ICT
