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

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  • 1 Washington State University Vancouver
  • 2 Eastern Michigan University
  • 3 University of St. Thomas
  • 4 Montclair State University
  • 5 Drake University

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;

Stephanie Casey, 516K Pray-Harrold, Eastern Michigan University, Ypsilanti, MI 48197;

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

Erin E. Krupa, Richardson Hall 208, 1 Normal Avenue, Montclair State University, Montclair, NJ 07043;

Maryann Huey, 110 Howard Hall, 2507 University Avenue, Drake University, Des Moines, IA 50311;

(Corresponding author is Lesseig author is Casey author is Monson author is Krupa author is Huey
Mathematics Teacher Educator


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