Tuesday, April 12, 2016: 1:35 PM
3022 (San Francisco Convention Center)
We report a study from a secondary mathematics methods course designed to enhance PSTs’ capacities to pose purposeful questions and elicit/use evidence of student thinking. Findings revealed an unintended outcome—an increase in PSTs’ visions of high-quality mathematics instruction (Munter 2014), specifically in the “role of teacher” dimension.