Responsive Teaching in Science and Mathematics (Paperback) book cover

Responsive Teaching in Science and Mathematics

Edited by Amy D. Robertson, Rachel Scherr, David Hammer

© 2016 – Routledge

216 pages | 38 B/W Illus.

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Paperback: 9781138916999
pub: 2015-10-13
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Description

Answering calls in recent reform documents to shape instruction in response to students’ ideas while integrating key concepts and scientific and/or mathematical practices, this text presents the concept of responsive teaching, synthesizes existing research, and examines implications for both research and teaching. Case studies across the curriculum from elementary school through adult education illustrate the variety of forms this approach to instruction and learning can take, what is common among them, and how teachers and students experience it. The cases include intellectual products of students’ work in responsive classrooms and address assessment methods and issues. Many of the cases are supplemented with online resources (http://www.studentsthinking.org/rtsm) including classroom video and extensive transcripts, providing readers with additional opportunities to immerse themselves in responsive classrooms and to see for themselves what these environments look and feel like.

Table of Contents

Preface

Chapter 1: What is responsive teaching?

Amy D. Robertson, Leslie J. Atkins, Daniel M. Levin, and Jennifer Richards

Chapter 2: A review of the research on responsive teaching in science and mathematics

Jennifer Richards and Amy D. Robertson

Chapter 3: Examining the products of responsive inquiry

Leslie J. Atkins and Brian W. Frank

Chapter 4: Understanding responsive teaching and curriculum from the students’ perspective

Tiffany-Rose Sikorski

Chapter 5: Navigating the challenges of teaching responsively: An insider’s perspective

April Cordero Maskiewicz

Chapter 6: What teachers notice when they notice student thinking: Teacher-identified purposes for attending to students’ mathematical thinking

Adam A. Colestock and Miriam Gamoran Sherin

Chapter 7: The role subject matter plays in prospective teachers’ responsive teaching practices in elementary math and science

Janet E. Coffey and Ann R. Edwards

Chapter 8: Attending to students’ epistemic affect

Lama Z. Jaber

Chapter 9: Attention to student framing in responsive teaching

Jennifer Radoff and David Hammer

Chapter 10: Methods to assess teacher responsiveness in situ

Jennifer Evarts Lineback

Chapter 11: Documenting variability within teacher attention and responsiveness to the substance of student thinking

Amy D. Robertson, Jennifer Richards, Andrew Elby, and Janet Walkoe

Epilogue

David Hammer

List of Contributors

About the Editors

Amy D. Robertson is a Research Assistant Professor in the Department of Physics at Seattle Pacific University, USA.

Rachel E. Scherr is a Senior Research Scientist in the Department of Physics at Seattle Pacific University, USA.

David Hammer is a Professor in the Departments of Education and Physics & Astronomy and the Center for Engineering Education and Outreach at Tufts University, USA.

About the Series

Teaching and Learning in Science Series

The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.

International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.

Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to:

  • the practicality of scientific literacy
  • science for "all" in urban and rural settings
  • scientific inquiry
  • nature of science
  • student misconceptions
  • conceptual change
  • teacher education
  • curriculum development
  • educational policy
  • high stakes testing
  • alternative teacher certification
  • apprenticeship models
  • curriculum integration
  • problem-based learning
  • special needs students and science reforms
  • teacher knowledge and beliefs
  • informal science education
  • classroom discourse
  • professional development
  • teacher/scientist collaborations
  • technology integration
  • equity and diversity within a climate of change

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General