## Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning

Teacher responses to student mathematical thinking (SMT) matter because the way in which teachers respond affects student learning. Although studies have provided important insights into the nature of teacher responses, little is known about the extent to which these responses take into account the potential of the instance of SMT to support learning. This study investigated teachers’ responses to a common set of instances of SMT with varied potential to support students’ mathematical learning, as well as the productivity of such responses.

This study investigated teachers’ responses to a common set of instances of student mathematical thinking (SMT) with varied potential to support students’ mathematical learning, as well as the productivity of such responses.