Exploring Prospective Elementary Teacher's Peer-Interviewer Verbal Interactions in a Mathematics Content Course
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Responsive teaching interactions, an effective teaching practice, are difficult to develop. To train prospective elementary teachers of mathematics to interact responsively with students completing mathematics tasks, we first need to know more about how prospective teachers interact. This study explored the peer-interviewer interactions of three prospective elementary teachers during three peer task interviews in a one-semester mathematics content course. The study found that the peer-interviewers used more elicitations connected to mathematics during task reflection phases. The study includes a discussion on considering prospective elementary teachers’ perspectives of understanding mathematics and how to develop interviewer interaction skills further.