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Pre-service Teachers’ Instructional Practices to Support Mathematical Writing

Madelyn W. Colonnese,Fabiana Cardetti,Christie Martin

Published 2026 in Investigations in Mathematics Learning

ABSTRACT

ABSTRACT This study examined how two elementary pre-service teachers facilitated whole class discussions and elicited student thinking to support students’ mathematical writing. Previous research has suggested that pre-service teachers have limited exposure to mathematical writing as a practice to support students mathematics learning during their teacher preparation program. We contribute to this area of research by sharing how we engaged the pre-service teachers in a practice-based experience. As part of the practice-based experience, pre-service teachers were with an experienced elementary teacher and then participated in two days of learning about mathematical writing. Pre-service teachers taught a nineteen day summer school program focused on mathematical writing to rising first grade through rising fifth grade students. We framed the experience around the high leverage practices of facilitating whole class discussion and eliciting student thinking. This study employed a qualitative approach to analyze the audio recordings, feedback forms, and student work samples from the pre-service teachers” instruction. Findings from our study revealed that the PSTs used six different instructional practices to support elementary students with mathematical writing and also revealed differences in how the pre-service teachers enacted the instructional practices.

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