The National Council of Teachers of Mathematics's "Principles to Actions" (NCTM, 2014) cites posing purposeful questions and eliciting and using evidence of student thinking as effective mathematics teaching practices. Interviewing students creates opportunities for teachers to develop these practices. Through interviewing, they can try out different questioning techniques and determine which ones are more productive in eliciting students' mathematical thinking. They also provide learning opportunities to understand students' reasoning about important mathematical ideas. Although these interviews are conducted one-on-one (teacher and student), researchers have found that the skills developed in these interviews have the potential to transfer to whole-classroom discussions (Jacobs & Empson, 2016) and in turn affect student learning. In addition, interviews also provide opportunities for student learning as they explain their mathematical reasoning.