Identifying Potential Trajectories in Teacher Learning: The Practice of Eliciting Student Thinking in Elementary Mathematics

• In Event: Poster Session 2
  In Poster Session: Multiple Dimensions of Teaching in the Content Area

Abstract

This study seeks to explore potential trajectories in teacher learning for the high-leverage practice of eliciting student thinking in the area of elementary mathematics. Eliciting student thinking includes investigation by the teacher through probing and discourse to uncover the mathematical ideas at the crux of a problem such as the student’s processes and understandings. To allow for fair comparisons of the interactional work involved in eliciting student thinking, teaching simulations were utilized. End of program preservice teachers and early career practicing teachers took part in a teaching simulation that exposed nuanced differences between the elicitation foci of the two groups. This finding could be used to inform how teacher educators design elicitation related learning experiences for preservice teachers.

Authors

• Emily Theriault-Kimmey, University of Michigan

• Meghan M. Shaughnessy, University of Michigan

• Timothy A. Boerst, University of Michigan