Case 6: Supporting Elementary Candidates In Practicing Eliciting Student Thinking Through Number Talks

This case outlines the benefits of engaging elementary teacher candidates in development around the mathematics teaching practice eliciting and using evidence of student thinking (National Council of Teachers of Mathematics [NCTM], 2014) prior to entering clinical settings. This case is situated in an elementary mathematics methods course taken as part of a master’s program. We use the context of facilitating number talks (Humphreys & Parker, 2015), a formalized routine widely appreciated in elementary settings, to foster candidates’ practice of eliciting and using evidence of student thinking. By beginning supported practice prior to entering clinical settings, candidates have a raised awareness of the components and challenges of this practice and are positioned for more fruitful learning experiences for all (McDonald et al., 2013).