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

Effective mathematics teaching involves eliciting and interpreting student thinking, and then using students' current understandings as a basis for instruction. Research indicates these skills are not innate but can be acquired through structured experiences. In this article, we describe the development and implementation of an interview module aimed at supporting secondary preservice teachers' ability to elicit and use evidence of student thinking. Analysis of preservice teachers' noticing of student thinking across components of the interview module demonstrated positive benefits of the assignment. We share our design considerations and results, and offer potential adaptations to the module for other mathematics methods instructors interested in using the module to develop secondary preservice teachers' ability to notice student thinking.

Contributor Notes

Kristin Lesseig, 14204 NE Salmon Creek Avenue, Washington State University Vancouver, Vancouver, WA 98686; kristin.lesseig@wsu.edu

Stephanie Casey, 516K Pray-Harrold, Eastern Michigan University, Ypsilanti, MI 48197; scasey1@emich.edu

Debra Monson, Opus Hall, 1000 LaSalle Avenue, MOH 304, University of St. Thomas, Minneapolis, MN 55403; mons4647@stthomas.edu

Erin E. Krupa, Richardson Hall 208, 1 Normal Avenue, Montclair State University, Montclair, NJ 07043; krupae@mail.montclair.edu

Maryann Huey, 110 Howard Hall, 2507 University Avenue, Drake University, Des Moines, IA 50311; maryann.huey@drake.edu

(Corresponding author is Lesseig kristin.lesseig@wsu.edu)(Corresponding author is Casey scasey1@emich.edu)(Corresponding author is Monson mons4647@stthomas.edu)(Corresponding author is Krupa krupae@mail.montclair.edu)(Corresponding author is Huey maryann.huey@drake.edu)
Mathematics Teacher Educator

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