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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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This article explores how rehearsals of Number Talks (NTs) in an elementary mathematics methods course support pre-service teachers (PSTs) in developing effective questioning strategies that foster student reasoning. NTs, a daily routine encouraging mental math, number sense, and discourse, offer a rich context for PSTs to practice eliciting and responding to student thinking. Through structured, low-stakes rehearsals, PSTs develop skills in crafting open-ended questions, facilitating equitable classroom discussions, and navigating the complexities of responsive teaching. The article outlines the instructional design of these rehearsals, coaching strategies used by instructors, and additional assignments that extend learning. It also presents evidence of PST growth in questioning sophistication, confidence, and awareness of equitable teaching practices. Ultimately, the article positions NT rehearsals as a valuable pedagogical tool for supporting teacher preparation globally, offering a model for how structured practice and feedback can cultivate the teaching skills necessary to support students' mathematical reasoning in diverse, inclusive classrooms.

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Exploring the use of ChatGPT in lesson preparation by pre-service middle school mathematics teachers : opportunities and challenges İpek Saralar, İlyas Karadeniz p. 95-120

Teaching mathematics for creativity : an analysis of pre-service teachers’ problem posing and digital mathematical modeling Miriam Sanders, Michelle Kwok, Micayla Gooden, Eric Rivera Rodriguez, Dawn Parker p. 121-158

Pre-service teachers’ reflections on teaching mathematics : an asset-based analysis Tye G. Campbell, Sheunghyun Yeo p. 159-176

Developing an instrument of assessing the middle school students' perceptions of moral education in mathematics Yanhui Xu p. 177-197

Effects of SBI + CRA on math problem solving for young adults with intellectual disability Youjia Hua, Derek Rodgers, Kristin Panos p. 199-215

Rehearsing to develop student reasoning : supporting pre-service teachers’ mathematical questioning through number talks Jessica Jensen, Katie Paulding p. 217-231

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