Abstract

A mentoring process of one mathematics teacher is described and discussed in this study. Although the mentee has seventeen years of teaching experience, this was her first experience in teaching an extended-level mathematics group in the eleventh grade. The meetings between the mentor and the mentee were transcribed and an analysis of the collected data revealed a reference to issues relating to the didactical, the cognitive, and the affective aspects. Within the scope of this paper, we focus mainly on issues relating to the didactical and the affective aspects. Among these issues were: teaching strategies to handle students’ difficulties regarding their understanding of the learning subjects, preferable sequence of the teaching subjects under the given timetable constraints, and proper use of teaching methods. In addition, we follow the changes of her emotional state during mentoring and examine the effects of these changes on her professional self-confidence.