RUME 28
2026
Alexandria, Virginia
Relationships Between Pre-Service Teachers’ Decentering Actions and Quantitative Reasoning
Page: 1281
The emergence of quantitative reasoning—conceiving situations in terms of measurable attributes and relationships between those attributes (Carlson et al., 2002; Karagöz Akar et al., 2022; Thompson, 2011; Thompson & Carlson, 2017)—as critical for K-16 students’ mathematical development has generated a need for exploring its role in preparing future teachers. Also related to supporting K-16 students’ mathematical development is the act of decentering, which involves a teacher putting aside their own ways of thinking for the purpose of discerning and building a model of their students’ thinking (Baş-Ader & Carlson, 2022; Carlson et al., 2022; Ellis, 2022; Hackenberg et al., 2024; Silverman & Thompson, 2008; Teuscher et al., 2016). Notably, researchers have recently illustrated an important link between teachers’ decentering and quantitative reasoning capacities (Tallman & Frank, 2020; Tallman et al., 2024). In this poster, we explore secondary mathematic pre-service teachers’ (PSTs’) decentering actions and their quantitative reasoning. Specifically, we draw on clinical interview data to illustrate relationships between the PSTs’ enacted meanings and the ways in which they appraise secondary students’ solutions and reasoning.