PSTs’ In‐the‐Moment Responses to Early Learner's Mathematical Thinking: Exploring Teacher Moves in an Alternative Field Experience

Developing teacher noticing with preservice teachers (PSTs) is important work. In this study, we investigated one aspect of teacher noticing, PSTs' responses to early learners’ mathematical thinking during an alternative field experience. PSTs' use of teacher moves occurring in the moment of small group instruction with pre‐kindergarten and kindergarten students was captured and analyzed using a modified version of Peterson et al. teacher moves. The findings of this study indicate that PSTs frequently use allow‐literal, validate, connect, correct, and develop moves to respond to student mathematical thinking. While PSTs used more moves per minute over the course of this month‐long summer program, the findings of this study indicate that the small group instruction and curriculum may have influenced PSTs' use of moves. Further research is needed to more deeply consider the impact of the setting on PST responses.