Abstract
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.
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Acknowledgements
The research reported here was supported by the National Science Foundation under DRK-12 Award No. 1316571 and No. 1502711. Any opinions, findings, or recommendations expressed are those of the authors and do not reflect the views of the National Science Foundation. The authors acknowledge the contributions of Deborah Loewenberg Ball, Susanna Farmer, and Laurie Sleep.
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Shaughnessy, M., Boerst, T. (2018). Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking. In: Stylianides, G., Hino, K. (eds) Research Advances in the Mathematical Education of Pre-service Elementary Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-68342-3_9
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