| Summary: | The paper is aimed at describing the improvement opportunities in mathematics primary classrooms resulting from
the experimental introduction of the SIC model (sense‐intervention‐closing). This Model involves a feedback
methodology based on the analysis of critical events that pre‐service teachers developed under tutor’s guidance. A descriptive qualitative study was carried out by means of semi‐structured interviews to primary teacher trainees at the Pontificia Universidad Católica de Valparaiso. The findings show that the feedback received from the model allowed reflection, self‐regulation of their practices, and in‐depth analysis of their actions in the area of mathematics leading to the improvement of teaching procedures. The role of the tutor proved to be a key to success in a process where critical events, technical, didactic and professional aspects were interwoven.
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