Teacher educators and educational leaders have emphasized the importance of teachers who can effectively elicit and interpret their students’ thinking. This study included the development of elementary education candidates’ capacity to elicit and interpret student thinking while serving as tutors to primary grades students who had not yet met grade level expectations from the previous year. This multi-methods study included data from written reflections and surveys. In reflections, candidates reported growth in their questioning techniques, seeing their primary students’ grow in their understanding of mathematics concepts. A one-way ANOVA with survey data indicated statistically significant differences on pre- and post-surveys on candidates’ eagerness to work with individual students in mathematics, their preparation to work with students in math, and their willingness to teach mathematics to students experiencing poverty. The article closes with implications for teacher education programs to promote candidates’ enactment of practices related to eliciting and interpreting students’ thinking in early childhood and elementary education settings.

教师教育者和教育领导者强调了能够有效地激发和解释学生思想的教师的重要性。这项研究包括发展基础教育候选人的能力，以激发和诠释学生的思想，同时担任尚未达到上一年级期望的小学学生的导师。这项多方法研究包括来自书面思考和调查的数据。在反思中，考生报告了其提问技巧的增长，看到他们的小学生对数学概念的理解也在增长。一项具有调查数据的单向方差分析表明，在进行问卷调查之前和之后的调查中，候选人对与单个学生进行数学合作，对与数学学生进行合作的准备程度，以及他们愿意为贫困学生教授数学。本文的结尾对教师教育计划产生了影响，该计划旨在促进候选人制定与儿童早期和基础教育环境中引发和解释学生思维有关的实践。