1st Edition
Responsive Teaching in Science and Mathematics
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
