References
- Amador, J. M., Carter, I., & Hudson, R. A. (2016). Analyzing preservice mathematics teachers’ professional noticing. Action in Teacher Education, 38(4), 371–383. https://doi.org/https://doi.org/10.1080/01626620.2015.1119764
- Ball, D. L., Sleep, L., Boerst, T., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109(5), 458–474. https://doi.org/https://doi.org/10.1086/596996
- Bennett, C. A. (2010). It’s hard getting kids to talk about math”: Helping new teachers improve mathematical discourse. Action in Teacher Education, 32(3), 79–89. https://doi.org/https://doi.org/10.1080/01626620.2010.10463561
- Boaler, J., & Brodie, K. (2004). The importance, nature and impact of teacher questions. In Proceedings of the 26th Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 773–781).
- Bobis, J., Clarke, B., Clarke, D., Thomas, G., Wright, B., Young-Loveridge, J., & Gould, P. (2005). Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases. Mathematics Education Research Journal, 16(3), 27–57. https://doi.org/https://doi.org/10.1007/BF03217400
- Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2014). Children’s mathematics: Cognitively guided instruction (2nd ed.). Heinemann.
- Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C. P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499–531. https://doi.org/https://doi.org/10.3102/00028312026004499
- Chapin, S., & O’Connor, C. (2007). Academically productive talk: Supporting students’ learning in mathematics. In W. G. Martin, M. E. Strutchens, & P. Elliott (Eds.), The learning of mathematics: Sixty-ninth yearbook (pp. 113–128). National Council of Teachers of Mathematics.
- Chazan, D., & Ball, D. L. (1999). Beyond being told not to tell. For the Learning of Mathematics, 19(2), 2–10.
- Cochran-Smith, M., & Donnell, K. (2006). Practitioner inquiry: Blurring the boundaries of research and practice. In J. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 503–518). Lawrence Erlbaum.
- Creswell, J., & Poth, C. (2018). Qualitative inquiry & research design: Choosing among five approaches. SAGE.
- Fuson, K. C., Kalchman, M., & Bransford, J. D. (2005). Mathematical understanding: An introduction. In M. Donovan & J. Bransford (Eds.), How students learn: Mathematics in the classroom (pp. 217–256). National Academies Press.
- Gibbons, L. K., & Cobb, P. (2016). Content-focused coaching: Five key practices. The Elementary School Journal, 117(2), 237–260. https://doi.org/https://doi.org/10.1086/688906
- Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teacher Education, 68(4), 411–425. https://doi.org/https://doi.org/10.1177/0022487117702579
- Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. https://doi.org/https://doi.org/10.3102/0002831207312906
- Hallman-Thrasher, A. (2017). Prospective elementary teachers’ responses to unanticipated incorrect solutions to problem-solving tasks. Journal of Mathematics Teacher Education, 20(6), 519–555. https://doi.org/https://doi.org/10.1007/s10857-015-9330-y
- Hattie, J. (2008). Visible learning. A synthesis of 800 meta analyses related to student achievement. Routledge.
- Higgins, J., & Parsons, R. (2009). A successful professional development model in mathematics: A system-wide New Zealand case. Journal of Teacher Education, 60(3), 231–242. https://doi.org/https://doi.org/10.1177/0022487109336894
- Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35(2), 81–116. https://doi.org/https://doi.org/10.2307/30034933
- Jacobs, V. R., Lamb, L. L., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202. https://doi.org/https://doi.org/10.5951/jresematheduc.41.2.0169
- Jakopovic, P. M. (2017). Understanding what makes for productive coaching moves to help teachers attend to mathematical tasks of teaching [Ph.D thesis]. The University of Nebraska - Lincoln.
- Kazemi, E., Ghousseini, H., Cunard, A., & Turrou, A. C. (2016). Getting inside rehearsals: Insights from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 18–31. https://doi.org/https://doi.org/10.1177/0022487115615191
- Kazemi, E., & Waege, K. (2015). Learning to teach within practice-based methods courses. Mathematics Teacher Education and Development, 17(2), 125–145.
- Kilic, H. (2018). Pre-service mathematics teachers’ noticing skills and scaffolding practices. International Journal of Science and Mathematics Education, 16(2), 377–400. https://doi.org/https://doi.org/10.1007/s10763-016-9784-0
- Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In M. K. Stein, & L. Kucan (Eds.), Instructional explanations in the disciplines (pp. 129–141). Springer.
- Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243. https://doi.org/https://doi.org/10.1177/0022487112473837
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Lincoln, Y., & Guba, E. (1990). Naturalistic inquiry. Sage.
- McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/https://doi.org/10.1177/0022487113493807
- Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications Ltd.
- Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5(4), 293–315. https://doi.org/https://doi.org/10.1023/A:1021251912775
- National Research Council. (2001). Adding it up: Helping children learn mathematics. In J. Kilpatrick, J. Swafford, & B. Findell (Eds.), Mathematics learning study committee, center for education, division of behavioral and social sciences and education. National Academies Press.
- NCTM. (2014). Principles to actions: Ensuring mathematical success for all students. NCTM.
- Polly, D. (2012). Supporting mathematics instruction with an expert coaching model. Mathematics Teacher Education and Development, 14(1), 78–93.
- Rowland, T. (2013). The knowledge quartet: The genesis and application of a framework for analysing mathematics teaching and deepening teachers’ mathematics knowledge. Sisyphus: Journal of Education, 1(3), 15–43.
- Schack, E. O., Fisher, M. H., Thomas, J. N., Eisenhardt, S., Tassell, J., & Yoder, M. (2013). Prospective elementary school teachers’ professional noticing of children’s early numeracy. Journal of Mathematics Teacher Education, 16(5), 379–397. https://doi.org/https://doi.org/10.1007/s10857-013-9240-9
- Shaughnessy, M., & Boerst, T. A. (2018). Uncovering the skills that preservice teachers bring to teacher education: The practice of eliciting a student’s thinking. Journal of Teacher Education, 69(1), 40–55. https://doi.org/https://doi.org/10.1177/0022487117702574
- Simpson, A., & Haltiwanger, L. (2017). This is the first time I’ve done this”: Exploring secondary prospective mathematics teachers’ noticing of students’ mathematical thinking. Journal of Mathematics Teacher Education, 20(4), 335–355. https://doi.org/https://doi.org/10.1007/s10857-016-9352-0
- Sleep, L., & Boerst, T. A. (2012). Preparing beginning teachers to elicit and interpret students’ mathematical thinking. Teaching and Teacher Education, 28(7), 1038–1048. https://doi.org/https://doi.org/10.1016/j.tate.2012.04.005
- Son, J.-W. (2013). How preservice teachers interpret and respond to student errors: Ratio and proportion in similar rectangles. Educational Studies in Mathematics, 84(1), 49–70. https://doi.org/https://doi.org/10.1007/s10649-013-9475-5
- Son, J.-W. (2016). Preservice teachers’ response and feedback type to correct and incorrect student-invented strategies for subtracting whole numbers. The Journal of Mathematical Behavior, 42, 49–68. https://doi.org/https://doi.org/10.1016/j.jmathb.2016.02.003
- Son, J.-W., & Sinclair, N. (2010). How preservice teachers interpret and respond to student geometric errors. School Science and Mathematics, 110(1), 31–46. https://doi.org/https://doi.org/10.1111/j.1949-8594.2009.00005.x
- Stahl, G., Sharplin, E., & Kehrwald, B. (2018). A review of the literature on coaching in pre-service teacher education. In Real-time coaching and pre-service teacher education (pp. 13–30). Springer Nature.
- Tarr, J. E., Reys, R., Reys, B., Chávez, Ó., Shih, J., & Osterlind, S. (2008). The impact of middle school mathematics curricula and the classroom learning environment on student achievement. Journal for Research in Mathematics Education, 39(3), 247–280.
- TeachingWorks. (2019). Eliciting and interpreting student thinking decomposition. https://library.teachingworks.org/wp-content/uploads/Eliciting_Decomposition.pdf
- U.S. Department of Education. (2008). Foundations for success: The final report of the national mathematics advisory panel. www.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf
- Weiland, I., Hudson, R., & Amador, J. (2014). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education, 12(2), 329–352. https://doi.org/https://doi.org/10.1007/s10763-013-9402-3
- Weiss, I. R., Pasley, J. D., Smith, P. S., Banilower, E. R., & Heck, D. J. (2003). Looking inside the classroom. Horizon Research Inc. http://secure.horizon-research.com/insidetheclassroom/reports/looking/complete.pdf
- Wiliam, D. (2010). An integrative summary of the research literature and implications for a new theory of formative assessment. In H. Andrade & G. Cizek (Eds.), Handbook of formative assessment (pp. 18–40). Routledge.
- Wood, T. (1998). Alternative patterns of communication in mathematics class: Funneling or focusing?. In H. Steinbring, M. G. B. Bussi, & A. Sierpinska (Eds.), Language and communication in the mathematics classroom (pp. 167–178). National Council of Teachers of Mathematics.
- Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE.