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Creators/Authors contains: "Blunk, M"

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  1. ; ; ; (, Kent State University)
    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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