Responsive Teaching in Mathematics: A Review of the Literature

• In Event: Data Analysis as a Topic for Instruction and a Means for Understanding Math Teaching and Learning

Abstract

Supporting students’ mathematical proficiency requires teachers to continuously adapt their instruction in response to their students’ instructional needs. To explore what it means to be a responsive teacher, we conducted a literature review spanning from 1975-2014 of responsive teaching in math. Findings suggested that responsive teachers: (a) are metacognitive and reflective; (b) adapt their instruction based upon their knowledge and beliefs; (c) focus on students’ thinking and learning; and (d) strive for equitable pedagogy. Additionally, eight of the 13 studies specifically examined change in teachers’ ability to adapt instruction, providing insight into how teacher educators and policymakers can support the development of responsive teachers.

Authors

• Melissa A. Gallagher, University of Louisiana at Lafayette

• Seth A. Parsons, George Mason University

• Margaret Vaughn, University of Idaho