High

Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching. To support teachers in enacting responsive teaching, it is important to have a way to distinguish high-leverage student contributions from among the many contributions available to a teacher. We draw on a previously developed framework to help teachers identify such contributions, those referred to as a mathematically significant pedagogical opportunity to build on student thinking (MOST).

Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching. To support teachers in enacting responsive teaching, it is important to have a way to distinguish high-leverage student contributions from among the many contributions available to a teacher. We draw on a previously developed framework to help teachers identify such contributions, those referred to as a mathematically significant pedagogical opportunity to build on student thinking (MOST).

This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience and disciplinary area influenced the secondary science teachers attending and interpretation of the SEPs.

Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended learning goals. Also, similar to how students interact during instruction, teachers’ verbal contributions during workshops may be uneven in their frequency and focus, with some individuals speaking up on particular topics, while others remain relatively silent. This study examines the nature and variation of teachers’ verbal participation during whole-group discussions as part of a weeklong mathematics PD programme.

Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are personally meaningful and engaging to students, require the use of evidence-based reasoning, and provide a context for scientific information. This study highlights the value of integrating SSI in science education to engage students with social justice.

Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional scaffolding, the Model-Evidence Link (MEL) activity, that supports students’ reasoning when evaluating connections between lines of evidence and competing explanations about phenomena.

Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional scaffolding, the Model-Evidence Link (MEL) activity, that supports students’ reasoning when evaluating connections between lines of evidence and competing explanations about phenomena.

Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional scaffolding, the Model-Evidence Link (MEL) activity, that supports students’ reasoning when evaluating connections between lines of evidence and competing explanations about phenomena.

Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional scaffolding, the Model-Evidence Link (MEL) activity, that supports students’ reasoning when evaluating connections between lines of evidence and competing explanations about phenomena.

Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional scaffolding, the Model-Evidence Link (MEL) activity, that supports students’ reasoning when evaluating connections between lines of evidence and competing explanations about phenomena.