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Developing secondary prospective teachers’ ability to respond to student work

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Abstract

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.

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Authors and Affiliations

  1. University of St. Thomas, MOH 304, 1000 LaSalle Avenue, Minneapolis, MN, 55403, USA

    Debra Monson

  2. North Carolina State University, 502L Poe Hall, Raleigh, NC, 27695, USA

    Erin Krupa

  3. Washington State University Vancouver, 14204 NE Salmon Creek Avenue, Vancouver, WA, 98686, USA

    Kristin Lesseig

  4. Mathematics Department, Eastern Michigan University, 515 Pray-Harrold, Ypsilanti, MI, 48197, USA

    Stephanie Casey

Authors
  1. Debra Monson
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  2. Erin Krupa
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  3. Kristin Lesseig
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  4. Stephanie Casey
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Correspondence to Debra Monson.

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Monson, D., Krupa, E., Lesseig, K. et al. Developing secondary prospective teachers’ ability to respond to student work. J Math Teacher Educ 23, 209–232 (2020). https://doi.org/10.1007/s10857-018-9420-8

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  • DOI: https://doi.org/10.1007/s10857-018-9420-8

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