NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ879024
Record Type: Journal
Publication Date: 2010-Apr
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1386-4416
Developing Teachers' Knowledge of Students as Learners of Mathematics through Structured Interviews
Jenkins, Oliver F.
Journal of Mathematics Teacher Education, v13 n2 p141-154 Apr 2010
A structured interview process is proffered as an effective means to advance prospective teachers' understandings of students as learners of mathematics, a key component of pedagogical content knowledge. The interview process is carried out in three phases with the primary objective of developing listening skills for accessing students' mathematical thinking. The interviews adhere to clinical interview procedures for discovering cognitive activities and, accordingly, are initiated by presenting an open-ended mathematics task. Three rounds of interviews were completed by undergraduates enrolled in a middle school mathematics methods course. Anecdotal data generated by their interview reports suggest that the structured interview process engenders an interpretive orientation to listening to students and furthers awareness of how students make sense of mathematics. Features of the interview process that may limit its potential benefits are discussed; recommendations for further study are proposed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A