| Yhteenveto: | Responsive mathematics teaching places students’ ideas and scientific thinking
in a central position. It is based upon the expectation that students have resourceful
scientific thinking. The responsive teacher advances the acquisition of
mathematical knowledge by pursuing the substance of students’ ideas and fostering
the practices of the mathematical community. This study focuses on illustrating
the responsive mathematics teaching accounts of a second graders
teacher.
To fulfil this aim, the teaching structure of one teacher has been thoroughly
scrutinized and presented in detail. The data, collected through a semi structured
interview, classroom observation and field notes, has been analysed by
following the principles of qualitative content analysis.
This research’s main findings outline the participants’ responsive mathematics
teaching practices. They illustrate different levels, activities and strategies
the participant utilizes to teach responsively and the different solutions she
has found to overcome the challenges of teaching responsively.
By scrutinizing practitioners’ accounts we can better understand the aspects
involved in responsive teaching and the implications for the everyday
classwork. Teachers’ subject knowledge, expertise and willingness to provide
significant learning experiences for students seem to be central aspects of teachers
becoming responsive to students’ thinking.
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