How do Prospective Teachers Manage Students’ Learning of Mathematics?

This article describes the preferences of a prospective teacher on the management of learning mathematics in the classroom. This descriptive research involves nine prospective elementary teachers at a state university in Indonesia. Data were collected through the task of designing learning scenarios that included a variety of student ability options. Results show that they prefer to apply problem-based learning and cooperative learning and selecting choices of learning approaches mainly based on the level of student mathematical ability, instead of gender and motivation. As a suggestion, prospective teachers need to be given skills to make argumentative decisions in deciding the appropriate learning approaches.