This study investigated the processes used by prospective mathematics teachers as they examined middle-school students' work solving statistical problems using a computer software program. Students' work on the tasks was captured in a videocase used by prospective teachers enrolled in a mathematics education course focused on teaching secondary mathematics with technology. The researchers developed a model for characterizing prospective teachers' attention to students' work and actions and interpretations of students' mathematical thinking. The model facilitated the identification of four categories: describing, comparing, inferring, and restructuring. Ways in which the model may be used by other researchers and implications for the design of pedagogical tasks for prospective teachers are discussed.
P. Holt Wilson, University of North Carolina at Greensboro, 343 Curry Building, Greensboro, NC 27403; firstname.lastname@example.org
Hollylynne Stohl Lee, North Carolina State University, 502D Poe Hall, Raleigh, NC 27695-7801; email@example.com