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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]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: FOSTERING PRE-SERVICE TEACHERS' PEDAGOGICAL JUDGMENT: A CONTENT COURSE APPROACH TO RESPONDING TO STUDENTS' MATHEMATICAL THINKING.
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  Data: 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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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Course content (Education)
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      – SubjectFull: Teaching methods
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      – SubjectFull: Educational evaluation
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      – SubjectFull: Student projects
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      – SubjectFull: Cognitive development
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      – SubjectFull: Awareness
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              Text: 2025
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