Conceptualizing Mathematics Student Teachers' Approaches towards Responding to Availability of Tools and Resources in the Context of Knowledge Quartet

The purpose of this study is to conceptualize the approaches of secondary mathematics student teachers towards contingencies encountered during the teaching process within the context of responding to availability of tools and resources. In order to achieve the goal of the study based on the grounded theory, the nine secondary mathematics student teachers’ lessons were observed, and recorded using a video camera, and semi-structured interviews were performed. The data collection process ended after 54 lesson hours of observation, that is, when code saturation was reached. As a result, four sub-codes in the context of responding to availability of tools and resources were identified within the approaches of participants in relation to contingent moments. It is thought that conceptualizing the approaches of participants towards unplanned situations encountered during lessons in real class environment would prove to be beneficial in teacher training.