PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
What is encompassed by responsiveness to student thinking?
Page: 777
The way instructors respond to student thinking is an important topic of education research, yet a lack of clarity and consistent use of terminology prevents clear communication among researchers on this topic. Researchers use a wide variety of terminology, including teacher follow up, sensitivity to students, uptake, and responsiveness to refer to leveraging student thinking during various instructional practices. In this paper, I use thematic analysis to analyze 34 articles that draw on constructs related to responsiveness to student thinking from within the science and mathematics education literature. Results from this analysis shed light on a distinction between responsiveness as a disposition and as enacted responsiveness. This work has implications for professional development providers interested in supporting instructors in implementing active learning and student-thinking centered practices.