Developing Prospective Teachers' skills in Supporting Student Reasoning on Quadratic Functions

Developing Prospective Teachers' skills in Supporting Student Reasoning on Quadratic Functions | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Developing Prospective Teachers' skills in Supporting Student Reasoning on Quadratic Functions Mariam Abdelmalak This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4406354/v2 This work is licensed under a CC BY 4.0 License Status: Posted Version 2 posted You are reading this latest preprint version Show more versions Abstract This study aims to explore how a Teacher Moves for Supporting Student Reasoning (TMSSR)-based intervention influences the development of prospective middle school teachers' use of high potential versus low-potential teacher moves when supporting student reasoning on quadratic functions. Participants (N = 17) engaged with quadratic functions, practiced the TMSSR framework through scriptwriting tasks, received feedback and revised their scripts, compared and contrasted scenarios, and discussed ways to achieve high-potential moves. Data sources included an initial diagnostic task, a post-intervention task, and take-home assignments, all involving scriptwriting. Results showed that prospective teachers successfully transitioned from using low-potential moves to high-potential moves in the areas of eliciting, responding to, facilitating, and extending student mathematical reasoning. Specific areas of improvement included eliciting understanding, promoting error correction, providing guidance, encouraging reflection, and pressing for generalisation. This study offers practical insights for teacher education programs by demonstrating how teacher educators can guide prospective teachers in using high-leverage moves—such as eliciting, responding to, facilitating, and extending student reasoning—thereby contributing to the development of more effective instructional practices in mathematics classrooms. TMSSR Prospective teachers Student reasoning Figures Figure 6 Figure 7 Figure 8 Figure 9 Full Text Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 2 posted You are reading this latest preprint version Show more versions Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4406354","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":302511702,"identity":"1cf6140e-2109-4082-95b8-092103d559c1","order_by":0,"name":"Mariam 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Participants (N\u0026thinsp;=\u0026thinsp;17) engaged with quadratic functions, practiced the TMSSR framework through scriptwriting tasks, received feedback and revised their scripts, compared and contrasted scenarios, and discussed ways to achieve high-potential moves. Data sources included an initial diagnostic task, a post-intervention task, and take-home assignments, all involving scriptwriting. Results showed that prospective teachers successfully transitioned from using low-potential moves to high-potential moves in the areas of eliciting, responding to, facilitating, and extending student mathematical reasoning. Specific areas of improvement included eliciting understanding, promoting error correction, providing guidance, encouraging reflection, and pressing for generalisation. 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