Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement

Bishop, Jessica Pierson

doi:10.1080/10508406.2021.1922413

Cited by 19 publications

(30 citation statements)

References 47 publications

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“…Responsiveness is a high leverage and ambitious teaching practice (Berland et al, 2020; Lampert et al, 2013; Loewenberg Ball & Forzani, 2009; Robertson, Scherr, et al, 2016; Windschitl et al, 2012) that consists of “the extent to which one builds on, questions, clarifies, takes up, or probes student ideas in moment‐to‐moment discourse” (Bishop, 2021, p. 467). Another related term frequently used in the literature is responsive teaching, which includes (a) foregrounding the substance of students' ideas, (b) recognizing the disciplinary connections to students' ideas, and (c) taking up or pursuing the substance of students' ideas (Robertson, Atkins, et al, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Responsiveness is different from responsive teaching in that it focuses on responses to students while teaching (Cao, 2022). Further, for responsiveness, any teacher turn after a student shares their idea is a response even if it is just an acknowledgment or evaluation of a student's idea (Bishop, 2021). In this study, we use the term responsiveness as we are interested in exploring the depth and variation in PSTs' responses to students' ideas while facilitating an argumentation‐focused discussion.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Bishop's (2021) responsiveness framework can be used to explore possible variation in PSTs' responsiveness as it consists of different levels including low, high corrective, and high exploring. A low‐level response consists of a teacher responding to a student's idea in a limited way, such as evaluating or restating a student's idea.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…High corrective responses involve the teacher pursuing a student's idea for the purpose of correcting it. Finally, high exploring responses are aligned with instructional strategies that are essential to facilitating an argumentation‐focused discussion, such as asking a probing question, challenging a student's idea, and encouraging other students to respond to a student's idea (Bishop, 2021). Additional examples of each level of responsiveness will be shared in the methods section.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…These findings suggest that online simulated teaching experiences do provide PSTs the opportunity to practice the skills necessary to be responsive to students' ideas. However, there is limited research that explores how online simulated teaching experiences can be used to create opportunities for PSTs to practice being responsiveness to students' ideas (Mikeska et al, 2023), especially with respect to responding to students' ideas while facilitating a discussion in science (Bishop, 2021; Levin et al, 2019).…”

Section: Related Literaturementioning

confidence: 99%

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Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions

Lottero‐Perdue,

Masters,

Mikeska

et al. 2023

Science Education

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Engaging children in argumentation‐focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching practice, in lieu of traditional field experiences, online simulated teaching experiences provide opportunities for preservice teachers to practice implementing these strategies in a low‐risk, high‐support environment. Limited research has explored elementary preservice teachers' responsiveness while navigating an argumentation‐focused discussion, particularly in an online simulated teaching experience. The purpose of this study was to examine preservice teachers' responsiveness to students' ideas while eliciting students' initial constructed arguments and encouraging argument critique in two online simulated teaching experiences. Findings showed that preservice teachers' responsiveness to students' ideas was high in both online simulated teaching experiences when asking students to share evidence as well as engage in critique. However, their responsiveness varied when prompting for reasoning and was often low when eliciting students' claims. These findings provide empirical evidence that such online simulated teaching experiences can be used as productive spaces for PSTs to practice being responsive to students' ideas during argumentation‐focused discussions.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Related Literaturementioning

confidence: 99%

See 3 more Smart Citations

Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions

Lottero‐Perdue,

Masters,

Mikeska

et al. 2023

Science Education

View full text Add to dashboard Cite

show abstract

Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology

Koretsky,

Nolen,

Galisky

et al. 2024

J of Engineering Edu

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BackgroundIn taking up educational technology tools and student‐centered instructional practice, there is consensus that instructors consider the unique aspects of their instructional context. However, tool adoption success is often framed narrowly by numerical uptake rates or by conformity with non‐negotiable components.PurposeWe pursue an alternative ecosystems framing which posits that variability among contexts is fundamental to understanding instructors' uptake of instructional tools and the ways their teaching trajectories develop over time.Design/MethodThrough a multiple‐case study approach using interviews, usage data, surveys, and records of community meetings, we examine 12 instructors' trajectories to illustrate the dynamic uptake of a technology tool.ResultsCross‐case analysis found that instructors' trajectories are tool‐mediated and community‐mediated. We present five cases in detail. Two foreground ways that instructors gained insight into student learning from student responses in the tool. Two illustrate the role played by the project's Community of Practice (CoP), an extra‐institutional support for deepening practice. The final case illustrates the complexity of an evolving instructional ecosystem and its role in instructors' satisfaction and continued use.ConclusionsUse of the educational technology tool perturbed ecosystems and supported instructors' evolving trajectories through mediation of instructor and student activity. Instructors' goals guided initial uptake, but both goals and practice were adapted using information from interactions with the tool and the CoP and changes in instructional contexts. The study confirms the need to understand the complexity of the uptake of innovations and illustrates opportunities for educators, developers, and administrators to enhance uptake and support diversity goals.

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Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking

Jacobs

Empson

Jessup

et al. 2022

J Math Teacher Educ

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Responsiveness and intellectual work: Features of mathematics classroom discourse related to student achievement

Cited by 19 publications

References 47 publications

Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions

Elementary preservice teachers' responsiveness while eliciting students' initial arguments and encouraging critique in online simulated argumentation discussions

Progression from the mean: Cultivating instructors' unique trajectories of practice using educational technology

Profiles of teachers’ expertise in professional noticing of children’s mathematical thinking

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