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We describe how a teaching simulation cycle focused on eliciting and interpreting student thinking in elementary mathematics can reveal important aspects of a teacher candidate’s (TC’s) knowledge and skill with eight performance areas relevant to more equitable mathematics teaching. Appraising a TC’s knowledge and skill with respect to these performance areas is intended to support formative feedback that is actionable in subsequent teaching.
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This content will become publicly available on November 7, 2025
Orienting to Student Sense-Making: Using Simulations to Support the Development of Equitable Mathematics Teaching
This chapter reports on work from a decade-long project to develop and study the use of teaching simulations focused on the teaching practices of eliciting and interpreting student thinking to support preservice teachers' (PSTs') learning. The chapter describes how teaching simulations focused on these practices allow teacher educators to support PSTs in orienting to student sense-making that is at the heart of equitable mathematics instruction. The teaching simulation approach is described. Examples illustrate how the approach is designed and facilitated in ways that make visible PSTs' engagement with three teaching performance areas (eliciting the student's process, using mathematical knowledge and skill, and conveying respect for the student as a mathematical thinker and learner) that are crucial for more equitable mathematics instruction. Connections between each of the performance areas and more equitable eliciting and interpreting of student thinking are described alongside the ways in which teacher educators can provide feedback that supports PSTs' development.
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- Award ID(s):
- 2101343
- PAR ID:
- 10608057
- Publisher / Repository:
- IGI Global
- Date Published:
- Page Range / eLocation ID:
- 253 to 276
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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