Responding to children’s mathematical thinking in the moment: An emerging framework of teaching moves
This case study contributes to efforts to characterize teaching that is responsive to children’s mathematical thinking. We conceptualize responsive teaching as a type of teaching in which teachers’ instructional decisions about what to pursue and how to pursue it are continually adjusted during instruction in response to children’s content-specific thinking, instead of being determined in advance.
This case study contributes to efforts to characterize teaching that is responsive to children’s mathematical thinking.