PME-NA

The Quality of Teacher Candidates' Evidence-Based Claims about Student Thinking Following a Clinical Interview

• In Event: Poster Session #2

Description

Teacher candidates (TCs) often struggle with noticing students' mathematical thinking and frequently fail to make appropriate claims about student thinking or support claims with appropriate evidence (Spitzer & Phelps-Gregory, 2024). This study intends to examine data from a larger project on the features and outcomes of clinical interview assignments (Authors, 2024, 2025) to explore the claims TCs made about student mathematical thinking. Our research question is: What types of claims do TCs make about students’ mathematical thinking, and are these claims supported by relevant and revealing evidence? Clinical interview assignments will be coded using a framework adapted from Spitzer and Phelps-Gregory (2024) based on the specificity of the claims made about student thinking and the relevance of evidence cited. Understanding differences in the quality of claims among clinical interview assignments will clarify best practices for mathematics teacher educators to achieve the goal of supporting TCs in developing their noticing skills.

Authors

• Julien Corven, Illinois State University

• Sara Kirschner, University of Maryland

• Brooke Krejci, University of Wisconsin - River Falls

• Jung Youn Colen, Bellarmine University