Responsive teaching, where teachers respond to the essence of students’ ideas during instruction and allow those ideas to direct future class activity, is a dimension of teacher practice that has been gaining attention in the literature (Ball, 1993; Hammer, 1997; Lampert, 1990; Levin, 2008; Pierson, 2008; Ruiz-Primo & Furtak, 2007). Teaching responsively has been correlated with deeper student understanding and increased student performance in both mathematics (Carpenter, Fennema, Peterson, Chiang, & Loef, 1989; Pierson, 2008) and science (Ruiz-Primo & Furtak, 2007). Thus, there is support for mathematics and science educators to teach this way.