Pre-service mathematics teachers interpret observed teachers’ responses to students’ statements

Abstract

International audienceIn this paper, we will present and exemplify a three-level category scheme used for categorizing the depth of interpretations pre-service mathematics teachers offer for teachers’ responses to students’ mathematical thinking in observed critical events. The category scheme is a result of top-down literature analysis and bottom-up analysis of 38 critical event reports submitted during one academic year within a clinical preparation context. This category scheme may help teacher educators to gain a better understanding of PTs’ interpretations of teachers’ responses, and therefore to plan field-based training programs that help PTs to broaden their theory-practice connection