1st Edition

Responsive Teaching in Science and Mathematics

Edited By Amy D. Robertson, Rachel Scherr, David Hammer Copyright 2016
    234 Pages 38 B/W Illustrations
    by Routledge

    284 Pages 38 B/W Illustrations
    by Routledge

    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.

    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

    Biography

    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.

    "This is in essence a book about ‘how’ we teach rather than a series of examples on ‘how to teach’ and this is sometimes the problem. If you are after a book to enhance your understanding of the reasoning behind pupils’ learning then this is for you."

    Kate Cree, School Science Review