ELEMENTARY MATHEMATICS TEACHERS CELEBRATING STUDENT VOICE: THE CLINICAL INTERVIEW AGAIN AND AGAIN

This paper makes the case for the use of the Clinical Interview method by elementary mathematics teachers. It draws on theoretical considerations from developmental psychology and mathematics education and reports on a study of teachers' learning to interview within the context of teacher education method and research courses. Findings confirmed that training teachers to use clinical interviews improve their questioning skills and help them bring back the voice of their students to lesson planning and teaching of mathematics lessons.