Carlovsky, James2020-01-102020-01-102019-11http://hdl.handle.net/11299/211328University of Minnesota Ph.D. dissertation. November 2019. Major: Education, Curriculum and Instruction. Advisor: Erin Baldinger. 1 computer file (PDF); 166 pages.This research study was an investigation of 63 preservice teachers’ recognizing classroom students’ mathematical opportunities in student thinking. These preservice teachers watched video case studies of elementary math classrooms as presented to them during a college mathematics and pedagogy hybrid course. I use the conceptual framework of the Mathematical Opportunity in Student Thinking (MOST) research team (Leatham, Peterson, Stockero, & Van Zoest, 2015) as the framework for what specifically is recognized within a classroom setting. This research contributes to the understanding of preservice teachers’ recognition and noticing of student thinking within mathematical classroom events. What makes this project unique is that it primarily looked at how a preservice teacher’s mathematical knowledge for teaching helped to inform the specifics of what those preservice teachers noticed within a lesson. The preservice teachers’ written accounts indicated that a majority felt that a MOST event often occurred. Across the preservice teacher interpretation of their noticings, four important themes emerged as catalysts for MOST events: teacher actions, student actions, group work itself, and the mathematical tasks chosen. Implications for mathematics educators and educational researchers about preservice teacher noticing activities as well as moments of learning are discussed. Keywords: mathematical opportunity in student thinking, elementary mathematics preservice teachers, mathematical knowledge for teaching, noticing student mathematical thinking, moments of learningenelementary mathematics preservice teachersmathematical knowledge for teachingmathematical opportunity in student thinkingmoments of learningnoticing student mathematical thinkingThesis or Dissertation