The Three-Minute-Rehearsal Cycle of Enactment and Investigation: Preservice Secondary Mathematics Teachers Learning to Elicit and Use Evidence of Student Thinking

In the last decade, mathematics teacher educators have begun to design learning opportunities for preservice mathematics teachers using a pedagogies-of-practice perspective. In particular, learning cycles provide a structure for engaging PSTs in learning to teach through the use of representations, approximations, and decompositions of practice (Grossman et al., 2009). In this article, we provide details of one learning cycle designed to support secondary mathematics preservice teachers' learning to elicit and use evidence of student thinking and pose purposeful questions (National Council of Teachers of Mathematics, 2014). Through qualitative analyses conducted on learning reflections, we provide evidence of the impact on engagement of this cycle through the lens of the Framework for Learning to Teach (Hammerness et al., 2005).

Contributor Notes

Fran Arbaugh, The Pennsylvania State University, 269 Chambers Building, University Park, Pennsylvania 16802; arbaugh@psu.edu

Duane Graysay, Syracuse University, 103C Carnegie Library, Syracuse, NY 13244; dtgraysa@syr.edu

Nursen Konuk, Metropolitan State University of Denver, 1063 Science Building, Denver, CO 80217; nkonuk@msudenver.edu

Ben Freeburn, Natomas Charter School, 4600 Blackrock Dr, Sacramento, CA 95835; bfreeburn@natomascharter.org

(Corresponding author is Arbaugh arbaugh@psu.edu)(Corresponding author is Graysay dtgraysa@syr.edu)(Corresponding author is Konuk nkonuk@msudenver.edu)(Corresponding author is Freeburn bfreeburn@natomascharter.org)
Mathematics Teacher Educator

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