Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking

This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking. We present a simulation assessment and show what a performance on that assessment can reveal about a pre-service teacher’s eliciting and interpreting skills, as well as their mathematical knowledge for teaching. We consider the specific design features that make it possible to appraise pre-service teachers’ capabilities.

Shaughnessy, M. & Boerst, T. (2018). Designing simulations to learn about preservice teachers’ capabilities with eliciting and interpreting student thinking. In G. J. Stylianides & K. Hino (Eds.), Research advances in the mathematical education of pre-service elementary teachers: An international perspective (pp.125–140). New York, NY: Springer.

Lead Organization(s): 
Year: 
2018
Short Description: 
This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking.