摘要：The purpose of the study is to investigate pre-service primary teachers' skills in revealing and interpreting elementary school students' mathematical thinking. Qualitativ e research methods were used. 20 pre-service teachers, working in pairs, were asked to conduct an interview with an elementary student regarding fractions and write a report as a requi rement of a course they enrolled. Reports and records of interviews were examined through content analysis method. Results revealed that most pre -service teachers are inadequate in probing, follow-up questioning, and guiding the interview based on the student's answers. Furthermore, results showed that most pre-service teachers focused on the correctness, made quick, superficial claims and overgeneralizations about student thinking.
关键词：Mathematics Education; Pre-service Teacher Education; Pedagogical Content Knowledge; ; Knowledge of Content and Students; Fractions
