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Looking for the work and the correct answer is easier to do for a PST and a new teacher.  Changing your mindset to look more for the reasoning and care more for that comes with time.  PST will get some of that in college and some may not come until a PD experience such as this or NCTM Conferences.  Starting that earlier and in college could be beneficial for future PST so they are not continuing to want to teach the way the were talk and look for only the answer.

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Looking for the work and the correct answer is easier to do for a PST and a new teacher.  Changing your mindset to look more for the reasoning and care more for that comes with time.  PST will get some of that in college and some may not come until a PD experience such as this or NCTM Conferences.  Starting that earlier and in college could be beneficial for future PST so they are not continuing to want to teach the way the were talk and look for only the answer.

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I think this is a skill that is difficult to grasp. I still find myself at times not knowing exactly what a student's thought  process is and then realizing, after grading multiple papers, what the student was trying to get to .  I think the key is taking time to really analyze what we are asking and working through all the possible outcomes of a specific scenario.
I especially struggle with this when it comes to teaching a specific skill. I want my students to show me they can get to the answer using the standard rather than just getting to it any way.

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I truly believe this becomes part of a teacher's "craft."  One of the most difficult things about being a new teachers is...not knowing what you don't know. 

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I truly believe this becomes part of a teacher's "craft."  One of the most difficult things about being a new teachers is...not knowing what you don't know. 

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This is definitely something that takes time to do well or begin to do. I agree that in the beginning stages of teaching we are looking for is the answer right. But throughout the years of experience it is more about "how did they get that answer" and then looking at more of their work and the students' thought process. It is a skill that acquires time and effort to be able to implement into daily/weekly work.

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When we first start out, we focus on correctness. As we learn and grow as educators we realize that the process is more important than the answer in a lot of cases. It is easy to make small mistakes that lead to the wrong answer but is the process for solving correct? Is their method reasonable and accurate?

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When we first start out, we focus on correctness. As we learn and grow as educators we realize that the process is more important than the answer in a lot of cases. It is easy to make small mistakes that lead to the wrong answer but is the process for solving correct? Is their method reasonable and accurate?

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The article did say that preservice teachers need help in developing appropriate responses to student work and to also focus on mathematical reasoning instead of just the answer. I appreciate my graduate class that was solely the topic of "what was this student thinking". I have found, however, personally that grading a test that is only sometimes incorrect is motivating for me to add more comments for them to learn from as opposed to the paper with mostly incorrect responses. At that point, I would rather just have a discussion with the student.

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This is a huge skill. It is one that I think comes from having a strong mathematical background, but I do not think it is a stand alone skill. There is no way to anticipate all of the types of responses you are going to receive from students throughout the year. There will always be themes, but if you want to be an effective educator I think it is important to realize you may have to learn and learn again when analyzing the student's work.

I don't know that if that is really something we can teach PSTs to a full extent. Of course you can focus on it, but until they are in the field doing the work it is impossible.

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I feel that a teacher's ability to look at the work does get better as he/she gets more experience. However, I also feel that it would be helpful for teachers to be more directly taught the importance of looking at the student's work more closely to see their line of reasoning. This better enables the teacher to follow how much the student understands and where he/she got lost so that the teacher does not have to necessarily go over the whole process if only one or two parts of the process are where the students are stumbling.

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As a teacher, I went through many of the same struggles that the pre-service teachers did, especially looking beyond just seeing if the answer was correct to using their answers to get an insight into their thought process.

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I think the thrill of the ride can be beneficial for the student as it allows for them to have a good learning experience. I think it is also difficult for teachers to allow for this as they are use to looking at the reasoning and looking for a correct solution.

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PST8 on page 367 focused on the "thrill" of the ride rather than the students' reasoning. This is a difficult skill for teacher candidates to possess. I agree that this skill improves through teaching experience but believe the experience should be initiated through the PST's educational background.

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PST8 on page 367 focused on the "thrill" of the ride rather than the students' reasoning. This is a difficult skill for teacher candidates to possess. I agree that this skill improves through teaching experience but believe the experience should be initiated through the PST's educational background.

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Anchor Video Project Based Instruction UKAN TEACH