chapter  2
A Review of the Research on Responsive Teaching in Science and Mathematics
ByJennifer Richards, Amy D. Robertson
Pages 20

In this chapter, we provide an overview of existing literature related to responsive teaching. We begin by emphasizing that responsive teaching is not a new idea. It has roots in Dewey’s (1997) focus on educative experiences, where educators scout ahead “to see in what direction an experience is heading” (p. 38) and assess its potential for growth toward particular ends in interaction with “what is actually going on in the minds of those who are learning” (p. 39). It resonates with Bruner’s (2003) notion that students have productive intuitions for disciplinary learning, such that any subject can be taught, in some authentic form, to any student at any age by working with both his or her intuitions and the fundamental structures of the discipline.