We document secondary mathematics teacher candidates’ (TCs’) development of skill responding to errors in whole-class discussions through a scripting task—a constructed transcript of classroom dialogue that follows a provided scenario. We discuss how TCs’ responses changed over a methods course and what those changes suggest about TC learning. This work offers implications for research both characterizing and supporting TC learning.
|Original language||English (US)|
|Number of pages||6|
|State||Published - 2019|
- instructional activities and practices
- teacher education-preservice