Abstract
Engagement with student thinking involves eliciting and using evidence of student thinking in instruction. This case study explored how three prospective elementary teachers engaged with student thinking in mathematics and used this thinking to guide instruction during their student teaching experiences. The prospective teachers were situated at the same school and same grade level and were supported through team meetings facilitated by a mathematics teacher educator. The prospective teachers then voluntarily sustained a community of practice in which they unpacked the pedagogical and content needs of instructional units focused on fractions. Consideration is given to implementation of similar support structures within teacher preparation programs in order to encourage teachers' engagement with student thinking, especially in mathematics.