This paper highlights the second phase of a multi-university research project focusing on improving secondary prospective mathematics teachers’ abilities to respond to student thinking. This work is based on an Interview Module, created by the authors, which showed gains in prospective teachers’ (PSTs) abilities to attend to and interpret student thinking but did not show the same gains in their abilities to respond to student thinking. The Interview Module originally included a pre–post-video, readings, discussion, and one-on-one interview with a secondary student (Lesseig et al. in Math Teach Educ 5(1):29–46, 2016). This second phase adds a take-home assignment based on solutions from the secondary students who were interviewed in Phase 1. This take-home assignment was designed to specifically improve PSTs’ abilities to respond to student thinking. Results indicate that gains were made in their ability to respond, as was intended, but, unexpectedly, greater gains were also found in their abilities to attend to and interpret student thinking compared with Phase 1.

中文翻译：

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培养二级准教师应对学生工作的能力

本文重点介绍了多所大学研究项目的第二阶段，该项目的重点是提高中学前瞻性数学教师回应学生思维的能力。这项工作基于作者创建的访谈模块，该模块显示了准教师在参与和解释学生思维方面的能力的提高，但在回应学生思维的能力方面却没有获得同样的提高。面试模块最初包括对中学生的视频前，阅读，讨论和一对一面试（Lesseig等人，Math Teach Educ 5（1）：29-46，2016）。第二阶段根据第一阶段中访问的中学生的解决方案添加实地作业。这项带回家的作业旨在专门提高PST回应学生思维的能力。结果表明，他们的反应能力得到了预期的提高，但出乎意料的是，与第一阶段相比，他们在参与和解释学生思维方面的能力也得到了更大的提高。