Researchers have called on teacher educators to break down complex teaching practices to assist preservice teachers in learning these practices. In this article, we unpack the practice of probing student thinking while providing evidence that as sophisticated users of various teaching practices, mathematics teacher educators may be unaware of preservice teachers' varied and naïve images and understandings of teaching practices.

Contributor Notes

Dawn Teuscher, Brigham Young University, 167 TMCB, Provo, UT 84602;

J. Matt Switzer, Texas Christian University, TCU Box 297920, Fort Worth, TX 76129;

Tyler Morwood, Brigham Young University, 167 TMCB Provo, UT 84602;

(Corresponding author is Teuscher author is Switzer author is Morwood
Mathematics Teacher Educator


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