Preparing beginning teachers to elicit and interpret students' mathematical thinking

By Laurie Sleep, Timothy A. Boerst. 2012

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Making Connections in Practice (2013, background): “…and implementing high cognitive demand tasks (i.e., requiring complex thinking and reasoning strategies such as conjecturing, justifying, and interpreting) and using questioning to elicit, connect to, and support students’ strategies and reasoning (Sleep & Boerst, 2012; Stein et al., 2000).”
Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking (2018, background): “Preservice teachers probed children about their mathematical thinking, and then they analyzed the interviews to make claims about the children’s understandings (Sleep & Boerst, 2012).”
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “Taylor (2012) posited that teachers’ tendency to initially think just about the context and then later (with scaffolding and examples) to consider mathematical practices in that context might reflect a possible trajectory of teacher learning.”