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This paper explores the use of a mediated field experience (MFE) for teacher candidates in a middle school setting, a small laboratory school. This work focuses on adjustments made for the MFE to function in an online environment during remote instruction caused by a worldwide pandemic. Teacher candidates completed a learning cycle focused on experiencing mathematics as a learner, planning for mathematics instruction, implementing mathematics instruction, and analyzing teaching episodesdoi:10.20429/cimle.2021.250204 fatcat:l3e2l3vtg5efvbktdiix7s2rii