How preservice primary teachers interpret students' mathematical thinking about generalization process

The goal of this paper is to characterize grades of development of preservice primary school teachers' (PPT) teaching competence in noticing students' mathematical thinking, in the specific area of the generalization process identifying the type of discourse that PPT use. Results provide two groups: PPT that identify only one level of development of the process of generalization in primary school students and PPT that identify the three levels of development. The difference between groups is in the mathematical elements that PPT use when they elaborate the specific discourse. The findings provide information for designing interventions in teacher training focused on the development of teaching competence in noticing students' mathematical thinking