Instructional practices that make students’ mathematical ideas available are essential to successful teaching. Eliciting in ways that uncover student thinking is a complex practice that needs to be learned. In some cases it might require unlearning approaches commonly used in everyday life. Participants will explore examples of preservice teachers’ eliciting practices in which preservice teachers state a student’s thinking and ask the student to agree/disagree with the statement. Participants will discuss the form and function of this practice, one that the researchers call “filling,” and ways in which teacher educators could support awareness of the practice and the use of alternative approaches.

Session Type: Discussion Session