@article{article_623182, title={Development of Pre-service Middle School Mathematics Teachers’ Skills in Interpretation of Student Thinking in the Context of Lesson Study}, journal={The Eurasia Proceedings of Educational and Social Sciences}, volume={14}, pages={67–72}, year={2019}, url={https://izlik.org/JA63ME82ZP}, author={Yılmaz, Nadide and Yetkın Ozdemır, İ. Elif}, keywords={Teachers’ knowledge of students,Discussion skills,Lesson study}, abstract={<span lang="TR" style="font-size:10.0pt;mso-bidi-font-size: 11.0pt;line-height:115%;font-family:"Times New Roman","serif";mso-fareast-font-family: Calibri;mso-ansi-language:TR;mso-fareast-language:AR-SA;mso-bidi-language:AR-SA">Mathematics teachers’ knowledge of students’ thinking has an important effect on the teaching-learning process (Cai, Ding & Wang, 2014; Clarkson & Presmeg, 2008). Teachers who understand student thinking sufficiently can interpret student thinking effectively and can anticipate student misconceptions, difficulties, and errors. Furthermore, they can overcome these challenges with appropriate explanations (An, Kulm & Wu, 2004; Ball, Thames & Phelps, 2008). The research revealed, however, that teachers/pre-service teachers have difficulty interpreting student thinking (Crepso, 2000; 2003). This led to the conclusion that pre-service teachers need to develop skills in understanding and interpreting the student perspective (Hiebert, Morris & Glass 2003). The scope of this study was to improve pre-service middle school mathematics teachers’ knowledge and interpretation of student thinking through lesson study. Three senior pre-service teachers participated in this study. Pre-service teachers implemented three practice lesson study cycles in a real classroom. Data was obtained from documents, video recordings, observations, field notes, and reflective papers. In order to analyze data, content analysis was used. Results showed that the pre-service teachers had some challenges knowing and interpreting student thinking at the beginning of the study. As lesson study cycles proceeded, pre-service teachers began to take into account student thinking, design and implement lesson plans according to students’ needs and difficulties </span> <span style="font-size:10.0pt;line-height:115%; font-family:"Times New Roman","serif";mso-fareast-font-family:Calibri; mso-ansi-language:EN-US;mso-fareast-language:AR-SA;mso-bidi-language:AR-SA">.  </span>}