Publications
Shaughnessy, M., DeFino, R., Pfaff, E., & Blunk, M. (2020). I think I made a mistake: How do prospective teachers elicit the thinking of a student who has made a mistake? Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-020-09461-5
Boerst, T. A., Shaughnessy, M., DeFino, R., Blunk, M., Farmer, S. O., Pfaff, E., & Pynes, D. (2020). Preparing teachers to formatively assess: Connecting the initial capabilities of preservice teachers with visions of teaching practice. In C. Martin, D. Polly, & R. Lambert (Eds.), Handbook of Research on Formative Assessment in Pre-K through Elementary Classrooms (pp. 89-116). IGI Global.
Shaughnessy, M., DeFino, R., Pfaff, E., Blunk, M., & Boerst, T. (2019). Impacts of a mathematical mistake on preservice teachers’ eliciting of student thinking. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02422753v1
Boerst, T., & Shaughnessy, M. (2019). Connecting mathematical knowledge with engagement in teaching practices. In U. T. Jankvist, M. van denHeuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02422425v1
Shaughnessy, M., Farmer, S., DeFino, R., & Boerst, T. (2019). Designing simulations for eliciting student thinking: Is it possible to design a comprehensive student profile? In S. Otten, A. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1218–1222). St. Louis, MO: University of Missouri.
Shaughnessy, M., & Boerst, T. (2019). Conveying respect for students through the practices of eliciting and interpreting student thinking. In S. Otten, A. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1213–1217). St. Louis, MO: University of Missouri.
Shaughnessy, M., DeFino, R., Pfaff, E., & Blunk, M. (2018, November). How do preservice teachers elicit the thinking of a student who has made a mistake? In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 791-794). Greenville, SC: University of South Carolina & Clemson University.
Shaughnessy, M., Boerst, T., & Farmer, S. O. (2018). Complementary assessments of prospective teachers’ skill with eliciting student thinking. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-018-9402-x
Shaughnessy, M. & Boerst, T. (2018). Designing simulations to learn about preservice teachers’ capabilities with eliciting and interpreting student thinking. In G. J. Stylianides & K. Hino (Eds.), Research advances in the mathematical education of pre-service elementary teachers: An international perspective (pp.125 -140). Springer. https://link.springer.com/chapter/10.1007/978-3-319-68342-3_9
Shaughnessy, M. & Boerst, T. (2017, June). Uncovering the skills that preservice teachers bring to teacher education: The practice of eliciting a student’s thinking. Journal of Teacher Education. SAGE Publications. http://journals.sagepub.com/doi/pdf/10.1177/0022487117702574
Shaughnessy, M., Boerst, T., & Ball, D. L. (2015). Simulating teaching: New possibilities for assessing teaching practice. Proceedings of the Thirty-seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University.
Upcoming presentations
Shaughnessy, M., Boerst, T., & Pynes, D. (2021). Leveraging teaching simulations to learn about preservice teachers’ diagnostic skills. In B. Sapkota (Chair), Opportunities and Challenges Associated with Approximations of Practice in Teacher Education Programs. Symposium to be conducted at the annual meeting of the American Educational Research Association
Presentations
Boerst, T., Shaughnessy, M., & Pynes, D. (2021, February). Assessing mathematical knowledge for teaching in simulations. Presentation at the 25th Annual Conference of the Association of Mathematics Teacher Educators.
Shaughnessy, M., Farmer, S., DeFino, R., & Boerst, T. (2019, November). Designing simulations for eliciting student thinking: Is it possible to design a comprehensive student profile? Paper presented at the 41th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO.
Shaughnessy, M., & Boerst, T. (2019). Conveying respect for students through the practices of eliciting and interpreting student thinking. Paper presented at the 41th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO.
Shaughnessy, M., Farmer, S., DeFino, R., & Boerst, T. (2019, April). Designing simulations for eliciting student thinking: Is it possible to design a comprehensive student profile? Paper presented the annual meeting of the American Educational Research Association (AERA). Toronto: ON.
Shaughnessy, M., Boerst, T., Prawat, X. J., & DeFino, R. (2019, April). Exploring connections between the practice of preservice teachers and their mathematical knowledge and dispositions. Paper presented the annual meeting of the American Educational Research Association (AERA). Toronto: ON.
Boerst, T., & Shaughnessy, M. (2019, April). Interpreting student thinking: What can novices do at the beginning of teacher education? Paper presented the annual meeting of the American Educational Research Association (AERA). Toronto: ON.
Shaughnessy, M., & Boerst, T. (2019, April). Connecting mathematical knowledge and dispositions with pedagogical skills. Paper presented at the 2019 National Council of Teachers of Mathematics Research Conference, San Diego, CA.
Boerst, T., & Shaughnessy, M. (2019, February). The Assessing Teaching Practice Project: Simulations of Eliciting and Interpreting Student Thinking. Plenary talk at the Simulations in Teacher Education Conference. Louisville, KY.
Boerst, T., & Shaughnessy, M. (2019, February). Connecting mathematical knowledge and dispositions with engagement in mathematics teaching practices. Paper presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht, the Netherlands.
Shaughnessy, M., DeFino, R., Pfaff, E., Blunk, M., & Boerst, T. (2019, February). Unexpected student responses: What do preservice teachers do when a student makes a mistake? Paper presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht, the Netherlands.
Farmer, S. O., Howell, H., Liebers, C., Pynes, D., & Baehr, B. (2019, February). Simulations as approximations of practice in mathematics teacher education. Session presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE). Orlando, FL.
Shaughnessy, M., DeFino, R., Pfaff, E., & Blunk, M. (2018, November). How do preservice teachers elicit the thinking of a student who has made a mistake? Paper presented at the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC.
Pfaff, E., Shaughnessy, M., & Boerst, T. (2018, October). Using teaching simulations to assess and develop skills with interpreting student thinking. Session presented at the NCME Special Conference on Classroom Assessment. Lawrence, KS.
Shaughnessy, M., & Boerst, T. (2018, June). Strengthening the quality, design and suability of assessments of teaching practice. Poster presented at the Discovery Research PreK-12 PI Meeting. Washington, DC.
Boerst, T., Shaughnessy, M., & Pfaff, E. (2018, April). Designing simulations to advance preservice teachers’ knowledge and skills. Discussion session presented at the 2018 National Council of Teachers of Mathematics Research Conference (NCTM). Washington, D.C.
Shaughnessy, M. & Boerst, T. (2018, April). Interpreting student thinking: What capabilities do novices bring? Poster presented at the 2018 National Council of Teachers of Mathematics Research Conference (NCTM). Washington, D.C.
DeFino, R., Shaughnessy, M., & Boerst, T. (2018, April). Change over time: Tracing and analyzing novice teachers’ skills with eliciting and interpreting student thinking. Presentation at the annual meeting of the American Educational Research Association (AERA). New York, NY.
Theriault-Kimmey, E., Shaughnessy, M., & Boerst, T. (2018, April). Identifying potential trajectories in teacher learning: Eliciting student thinking in elementary mathematics. Poster presented at the annual meeting of the American Educational Research Association (AERA). New York, NY.
Shaughnessy, M., Moore, J., Curren-Preis, M., & Boerst, T. (2018, March). Eliciting student thinking: Exploring similarities and differences across elementary English language arts and mathematics. Presentation at the American Association of Colleges for Teacher Education (AACTE) Annual Conference. Baltimore, MD.
DeFino, R. & Shaughnessy, M. (2018, March). Examining the development of capabilities with eliciting and interpreting student thinking over time. Presentation at the Michigan Association of Mathematics Teacher Educators (AMTE) – Conversations among Colleagues Conference. Ypsilanti, MI.
Shaughnessy, M., Cunningham, E. P., & Boerst, T. (2018, March). Changing assessment practices in two contexts: Using simulation assessments with preservice teachers. Presentation at the Michigan Association of Mathematics Teacher Educators (AMTE) – Conversations among Colleagues Conference. Ypsilanti, MI.
Boerst, T., & Shaughnessy, M. (2018, March). Designing assessments of mathematics teaching practice: Exploring design resources for simulations. Presentation at the Michigan Association of Mathematics Teacher Educators (AMTE) – Conversations among Colleagues Conference. Ypsilanti, MI.
Shaughnessy, M., Boerst, T., & DeFino, R. (2018, February). Interpreting student thinking: Features of and changes in preservice teachers’ use of inferences and supporting evidence. Session presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE). Houston, TX.
Prawat, X., DeFino, R., & Shaughnessy, M. (2017, October). Generating a follow-up problem to confirm student thinking and understanding: What can preservice teachers do? Poster presented at the Thirty-ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA). Indianapolis, IN.
DeFino, R., Prawat, X., & Shaughnessy, M. (2017, October). Preservice teachers’ generalizations about an area strategy. Poster presented at the Thirty-ninth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA). Indianapolis, IN.
Boerst, T. & Shaughnessy, M. (2017, April). Interpreting student thinking: Preservice teachers’ inferences and their use of supporting evidence. Poster presented at the annual meeting of the American Educational Research Association (AERA). San Antonio, TX.
Shaughnessy, M. & Boerst, T. (2017, April). The teaching skills that novices bring to teacher education: The case of eliciting student thinking. Paper presented at the annual meeting of the American Educational Research Association (AERA). San Antonio, TX.
Boerst, T., Shaughnessy, M., & Theriault-Kimmey, E. (2017, April). Connecting preservice candidates’ MKT & their eliciting of student thinking. Session presented at the 2017 National Council of Teachers of Mathematics Research Conference (NCTM). San Antonio, TX.
Boerst, T., Shaughnessy, M., & Ball, D. L. (2017, February). Interpreting students’ thinking: Preservice teachers’ inferences and their use of supporting evidence. Session presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE). Orlando, FL.
Shaughnessy, M. & Boerst, T. (2016, July). Appraising the skills for eliciting student thinking that preservice teachers bring to teacher education. Paper presented at the 13th International Congress on Mathematics Education (ICME). Hamburg, Germany.
Boerst, T., Shaughnessy, M., Farmer, S. O., & Selling, S. K. (2016, April). Understanding practices that preservice teachers use to elicit student thinking. Session presented at the National Council of Teachers of Mathematics 2016 Research Conference (NCTM). San Francisco, CA.
Selling, S. K., Shaughnessy, M., & Boerst, T. (2016, April). Towards learning trajectories for core practices in teacher preparation: Eliciting student thinking. Paper presented at the annual meeting of the American Educational Research Association (AERA). Washington, D.C.
Boerst, T., Shaughnessy, M., & Farmer, S. O. (2016, February). Exploring alternatives for assessing preservice teachers’ skill with eliciting student thinking. Session presented at the annual meeting of the American Association for Colleges of Teacher Education (AACTE). Las Vegas, NV.
Selling, S.K., Shaughnessy, M., & Boerst, T. (2016, February). Eliciting student thinking: Decomposing interactional instructional practices. Session presented at the annual meeting of the American Association of Colleges for Teacher Education (AACTE). Las Vegas, NV.
Shaughnessy, M., Boerst, T., & Ball, D. L. (2015, November). Simulating teaching: New possibilities for assessing teaching practice. Paper presented at the Thirty-seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University.
Shaughnessy, M., Farmer, S., Boerst, T., & Ball, D. L. (2015, April). Simulations of student thinking that assess teaching skill and knowledge in use. In M. Shaughnessy (Chair), Teaching simulations that assess (the use of) teaching knowledge and skill. Symposium conducted at the annual meeting of the American Educational Research Association (AERA). Chicago, IL.
Shaughnessy, M. & Boerst, T. (2015, March). Assessing teaching practice: New ways of thinking about why, when, and how. Session presented at the annual meeting of the American Association of Colleges for Teacher Education (AACTE). Atlanta, GA.
Boerst, T., Shaughnessy, M., Ball, D. L., & Farmer, S. (2015, February). Attending to teacher preparation outcomes from the beginning: Learning from baseline and mid-program assessments. Session presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE). Orlando, FL.
Shaughnessy, M. M., Boerst, T., & Ball, D. L. (2014, April). Eliciting and interpreting students’ thinking: What skills do those entering teacher education bring? Presented at the National Council of Teachers of Mathematics 2014 Research Conference (NCTM). New Orleans, LA.
Boerst, T., Shaughnessy, M., & Davis, E. A. (2014, March). Assessing the use of content knowledge in practice in an elementary teacher education program. Session presented at the annual meeting of the American Association of Colleges for Teacher Education (AACTE). Indianapolis, IN.
Boerst, T., Shaughnessy, M., Ball, D. L. (2014, February). Assessing beginning teachers’ mathematical knowledge for teaching (MKT) in practice. Session presented at the annual meeting of the Association of Mathematics Teacher Educators (AMTE). Irvine, CA.
Boerst, T., Shaughnessy, M., & Ball, D. L. (2013, April). Assessing enacted mathematics teaching practice. Research symposium presented at the research pre-session of the 2013 Annual Meeting and Exposition of the National Council of Teachers of Mathematics (NCTM). Denver, CO.
Boerst, T., Shaughnessy, M., Sleep, L., & Ball, D. L. (2012, April). Assessing pre-service teachers’ enacted mathematics teaching practice through simulations. Work session presented at the research pre-session of the 2012 Annual Meeting and Exposition of the National Council of Teachers of Mathematics (NCTM). Philadelphia, PA.