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Developing an Interview Module to Support Secondary PST's Noticing of Student Thinking

Kristin Lesseig, Stephanie Casey, Debra Monson, Erin E. Krupa and Maryann Huey
Mathematics Teacher Educator
Vol. 5, No. 1 (September 2016), pp. 29-46
DOI: 10.5951/mathteaceduc.5.1.0029
Stable URL: http://www.jstor.org/stable/10.5951/mathteaceduc.5.1.0029
Page Count: 18
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Developing an Interview Module to Support Secondary PST's Noticing of Student Thinking
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Abstract

Effective mathematics teaching involves eliciting and interpreting student thinking, and then using students' current understandings as a basis for instruction. Research indicates that these skills are not innate but can be acquired through structured experiences. In this article, the authors describe the development and implementation of an interview module aimed at supporting secondary preservice teachers' ability to elicit and use evidence of student thinking.

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