FOSTERING PRE-SERVICE TEACHERS' PEDAGOGICAL JUDGMENT: A CONTENT COURSE APPROACH TO RESPONDING TO STUDENTS' MATHEMATICAL THINKING.

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Title:	FOSTERING PRE-SERVICE TEACHERS' PEDAGOGICAL JUDGMENT: A CONTENT COURSE APPROACH TO RESPONDING TO STUDENTS' MATHEMATICAL THINKING.
Authors:	Alapala, Burcu¹ burcu.alapala@missouri.edu
Source:	Conference Papers -- Psychology of Mathematics & Education of North America. 2025, p659-666. 8p.
Subject Terms:	Student teachers, Course content (Education), Teaching methods, Educational evaluation, Student projects, Cognitive development, Awareness, Logic
Abstract:	This case study explores pre-service teachers' (PSTs) development of noticing children's mathematics with a focus on their growth in the "responding" facet within a mathematics content course intervention. The intervention aimed to cultivate PSTs' ability to recognize the mathematical value in students' thinking and to propose next steps, emphasizing conceptual understanding over correcting errors. Discussions about tasks including student work with and without errors prompted PSTs to identify the substance of student thinking, provide evidence for it, and craft responses that build on this thinking. The focus was on scaffolding the mathematical ideas necessary to deepen conceptual understanding. Analysis of small group discussion recordings and self-reflections revealed that the content course offered to PSTs had multiple opportunities to develop their skill of responding that promoted deeper understanding. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This case study explores pre-service teachers' (PSTs) development of noticing children's mathematics with a focus on their growth in the "responding" facet within a mathematics content course intervention. The intervention aimed to cultivate PSTs' ability to recognize the mathematical value in students' thinking and to propose next steps, emphasizing conceptual understanding over correcting errors. Discussions about tasks including student work with and without errors prompted PSTs to identify the substance of student thinking, provide evidence for it, and craft responses that build on this thinking. The focus was on scaffolding the mathematical ideas necessary to deepen conceptual understanding. Analysis of small group discussion recordings and self-reflections revealed that the content course offered to PSTs had multiple opportunities to develop their skill of responding that promoted deeper understanding. [ABSTRACT FROM AUTHOR]