Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding

Table 6

Summary of PSTs’ responses in the two assignments.

Component skill	Inquiry into Student Thinking	% # of PSTs responses	Tutoring assignment	% # of PSTs’ responses
Attending to children’s strategies	Most mathematical details	40% ()	Most mathematical details	73.3% ()
	Some mathematical details	56.7% ()	Some mathematical details	23.3% ()
	Lack of any mathematical details	3.3% ()	Lack of any mathematical details	3.3% ()
Interpreting Children’s mathematical understanding	Robust evidence	60% ()	Robust evidence	70% ()
	Limited evidence	33.3% ()	Limited evidence	23.3% ()
	Lack of evidence	6.7% ()	Lack of evidence	6.7% ()
Responding based on children’s mathematical understanding	Robust evidence	13.3% ()	Robust evidence	36.7% ()
	Limited evidence	60% ()	Limited evidence	33.3% ()
	Lack of evidence	26.7% ()	Lack of evidence	30.0% ()