Prospective teachers interpret student responses: Between assessment, educational design and research

We present a study about the development of interpretative skills in prospective teachers. In particular we discuss a kind of tasks designed by us for teacher education, containing the request of interpreting students’ answers. The task in this study was built on an item concerning the sum of powers of 10 and was proposed to a group of prospective secondary teachers who were attending a Math Education course. The task was first faced individually by them and then discussed in group. We present the interpretations proposed by two prospective teachers before and after the collective discussion, in order to reflect on the differences in terms both of mathematical knowledge put in play and of attitudes exhibited