Research Article
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% () |
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