Sitrava, Reyhan Tekin2021-01-142021-01-142020T. S., R. (2020). Selecting and Sequencing Students’ Solutions in Orchestrating Mathematical Discussions: Subtraction of Fractions. Journal of Qualitative Research in Education, 8(4), 1271-1297.2148-2624https://doi.org/10.14689/issn.2148-2624.8c.4s.9mhttps://hdl.handle.net/20.500.12587/12834This study examined the decisions of the pre-service mathematics teachers about the students' solution methods related to subtraction of fractions while conducting mathematics discussions in terms of selecting and sequencing within the framework of 5 application models. Additionally, the pre-service mathematics teachers' reasons for their selection and sequencing were investigated. The participants of this study, designed as a single embedded case design model, were 30 pre-service middle school mathematics teachers. Data was collected through Selecting and Sequencing Question Set involving different student solutions and semi-structured interviews, and analyzed using content and frequency analysis method. Findings showed that most of the pre-service teachers have chosen right solution methods to discuss in the classroom and the majority of them ignore wrong solution methods. It has been concluded that pre-service teachers' reasoning for selecting and sequencing depend on pedagogical reasons and make their selection and sequencing without establishing any relationship among student solutions.trinfo:eu-repo/semantics/openAccessMathematical discussionsselectingsequencing5 practicessubtraction of fractionsArticle841271129710.14689/issn.2148-2624.8c.4s.9m416706WOS:000582955900009N/A