Search results for: Walkoe Janet

In this study, the author aims to explore and support teachers’ movement through the early phases as they learn to attend to and reason about details of student algebraic thinking in the dynamic classroom environment. The findings reveal that the framework allowed preservice teachers in this study to articulate their thinking about student algebraic thinking. In addition, the author found that participants’ conversations about student thinking became more substantive as they participated in a series of video club sessions.