The use of a scriptwriting task as a window into how prospective teachers envision teacher moves for supporting student reasoning

Abstract The development of mathematical reasoning skills has increasingly been focus for the teaching and learning mathematics. This research utilizes a simulation using methodology scriptwriting, in which prospective teachers are asked to complete script dialogue from classroom involving fraction multiplication division with justification, assisting fictional students work through their difficulties helping them justify reasoning. Such tasks allow examination teacher moves support student imagined action choice words. Scripts forty-one primary were examined study, five clusters based on type move supporting found. Overall, emphasized elicitation facilitation students’ ideas. cluster analysis, however, provided nuanced cohort’s moves. While one saw highest incident eliciting moves, albeit only low potential category, two three mostly used facilitating but varied use high Cluster four concentrated facilitating, eliciting, responding . employed all main categories, some instances categories except extending , can better mathematics teachers’ scripts that found during analysis discussed implications future education building