TY - JOUR
T1 - Differing notions of responsive teaching across mathematics and science
T2 - 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014
AU - Elby, Andrew
AU - Richards, Jennifer Leigh
AU - Walkoe, Janet
AU - Gupta, Ayush
AU - Russ, Rosemary
AU - Luna, Melissa
AU - Robertson, Amy
AU - Coffey, Janet E.
AU - Edwards, Ann R.
AU - Sherin, Miriam G
AU - Van Es, Elizabeth A.
N1 - Publisher Copyright:
© ISLS.
PY - 2014
Y1 - 2014
N2 - Research in science and mathematics education suggests that the pedagogical practice of responsive teaching-teaching that notices, attends and responds to the substance (not merely the correctness) of students' thinking-supports student engagement in disciplinary practices. However, researchers in science education and researchers in mathematics education have tended to conceptualize "teacher responsiveness" differently. This structured poster session brings together researchers of teacher responsiveness in mathematics and science to begin hashing out, with each other and with attendees, the reasons for these differences. Do the different notions of responsiveness stem from epistemological differences between mathematics and science? From differences in the knowledge bases about student thinking in science vs. mathematics? This session will frame and initiate ongoing discussions of these issues, which are central to work on teacher cognition and practices in the context of teacher professional development-the focus of a growing number of learning scientists.
AB - Research in science and mathematics education suggests that the pedagogical practice of responsive teaching-teaching that notices, attends and responds to the substance (not merely the correctness) of students' thinking-supports student engagement in disciplinary practices. However, researchers in science education and researchers in mathematics education have tended to conceptualize "teacher responsiveness" differently. This structured poster session brings together researchers of teacher responsiveness in mathematics and science to begin hashing out, with each other and with attendees, the reasons for these differences. Do the different notions of responsiveness stem from epistemological differences between mathematics and science? From differences in the knowledge bases about student thinking in science vs. mathematics? This session will frame and initiate ongoing discussions of these issues, which are central to work on teacher cognition and practices in the context of teacher professional development-the focus of a growing number of learning scientists.
UR - http://www.scopus.com/inward/record.url?scp=84937801300&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84937801300&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:84937801300
SN - 1814-9316
VL - 3
SP - 1406
EP - 1415
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
IS - January
Y2 - 23 June 2014 through 27 June 2014
ER -