It is important for pre-service teachers to not be "tied" to one teacher during their field experiences in math methods courses. Additionally, not factoring pre-service teachers' choice in these field placements leads to discontent, frustration, and often times "mimicking" of the host teacher's teaching. To combat these issues, pre-service teachers enrolled in math methods courses were asked to rotate between a set of mentor teachers. This process proved to be advantageous as it provided opportunities for the pre-service teachers to see, learn, and make sense of a variety of instructional strategies at play in different teachers' classrooms. The interactions with the teachers also helped pre-service teachers carve their own teaching philosophy and methods.
