Search results for: Ryken Amy E.

The author examines responses of prospective teachers to a visual representation task and, in turn, their examination of elementary school students' responses to mathematical tasks. The analysis revealed the initial tendency of prospective teachers to create pictorial representations. It also highlights the importance of looking beyond the pictures created to how prospective teachers use mathematical models. Findings suggest that analyzing representations helps prospective teachers (and teacher educators) rethink their teaching practices.