Seeing More Than Right and Wrong Answers: Prospective Teachers' Interpretations of Students' Mathematical Work |
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| Authors: | Sandra Crespo |
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| Institution: | (1) Michigan State University, 513G Erickson Hall, East Lansing, MI, 48824-103 E-mail: |
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| Abstract: | Listening to students' mathematical thinking is one of the trademarks of reform-minded visions of mathematics teaching. The
questions of when, where, how, and what might help prospective teachers learn to do so,however, remain open. This study examines
how a mathematics letter exchange with Grade 4 students provided an occasion for prospective teachers to learn about students'
mathematical thinking and to examine their interpretive practices. Analysis of the interactions between students and prospective
teachers, and of the reflective writing of the latter,revealed changes in the patterns of their interpretations. I characterized
these as changes in the focus of interpretation, from correctness to meaning, and in the interpretive approach, from quick
and conclusive to thoughtful and tentative. I also discuss factors associated with these interpretive turns.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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