Graduation Term

Summer 2026

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Mathematics

Committee Chair

Edward Mooney, Co-Chair

Committee Co-Chair

David Barker, Co-Chair

Committee Member

Cynthia Langrall

Committee Member

Stephanie Casey

Abstract

Researchers have found that how preservice teachers (PSTs) respond to students' thinking is crucial to their students' learning and to PSTs' own teaching effectiveness. Although there are some research studies on how teachers respond, there is relatively scarce research on why PSTs respond to students’ thinking the way they do. Such understanding is crucial for designing mathematics methods courses and other professional development opportunities that enable PSTs to create more thoughtful and effective teaching plans. I examined how and why PSTs respond in-the-moment to students’ statistical thinking. The study involved 16 PSTs who enrolled in a middle school mathematics methods course. Using a qualitative research design, I analyzed data from video reflections on their teaching, drawing on PSTs' descriptions within those reflections. I examined episodes from their teaching reflections which must include three components: evidence of students’ mathematical thinking, PSTs' responses, and their justifications. I identified six categories of PSTs’ in-the-moment responses and six categories of their justifications for their responses. I used Schoenfeld’s Teaching-in-Context model as an interpretive framework. The findings of this study may help understand PSTs' experiences, obstacles and reasoning in responding to students’ thinking during teaching.

Access Type

Dissertation-Open Access

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Included in

Mathematics Commons

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