Luisa Rosu

Abstract: Preparation to teach school mathematics should include knowing how to respond to classroom mathematical interactions. Research literature of mathematics teaching asserts that teacher’s ability to respond to classroom interactions is dependent on her knowledge of subject matter and pedagogical strategies as well as instant recognition of what the student is saying. As a consequence, teacher education programs should cultivate teacher’s ability to respond to classroom mathematical interactions by practicing the integration of mathematical and pedagogical reasoning discourses.