Preservice teachers’ eliciting and responding to student thinking in lesson plays

Ji Eun Lee, Woong Lim

Research output: Contribution to journalArticlepeer-review


This study presents an analysis of 95 lesson play scripts—hypothetical dialogues between the teacher and a student—written by 32 preservice teachers (PSTs). Writing lesson scripts was part of the assessment design activities to elicit and respond to students’ thinking. The findings present the types and frequencies of teacher talks/moves in fraction-related tasks during a stage of lesson plays, such as launch, active elicitation, and closure. Our analysis indicates a wide range in the number of turns taken by the PSTs, while there is little correlation between the number of turns and effectiveness at eliciting and responding to student thinking. The study also confirmed that some unproductive talk moves were still present in the lesson play context, although the PSTs had plenty of time to craft a script. This study drew implications of PSTs’ prior perceptions, experiences, knowledge, and needs in mathematics teacher education regarding the ways to create learning opportunities for them to elicit and respond to student thinking.

Original languageEnglish
Article number2842
Issue number22
Publication statusPublished - 2021 Nov 1

Bibliographical note

Publisher Copyright:
© 2021 by the authors. Licensee MDPI, Basel, Switzerland.

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Mathematics(all)
  • Engineering (miscellaneous)


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