Collective discussions for the development of Interpretative Knowledge in Mathematics Teacher Education

We start from the assumption that teachers need a deep and broad mathematical knowledge —called Interpretative Knowledge (IK)—that allows them to support students in building their mathematical knowledge from their own reasoning and productions. In the present study, we aimed to ascertain how collective discussions focusing on the interpretation of students’ productions engage Prospective Teachers (PTs) and impact their IK development. In particular, we observe how this form of collaborative work among PTs allows for the emergence of novel insights into the mathematical aspects of students’ productions that were not considered during previous individual work, and produce changes in PTs’ attitudes towards students’ productions.