Responding to Students’ Ideas (RSI)
This code includes the ability to make cogent, reasoned and well-informed responses to unanticipated ideas or suggestions from students
These teachers’ responses are to students’ contributions to the (mathematical) development of the lesson. These contributions are typically oral, but could be written. Our analysis of the data available to us identifies three sub-types of triggers in this category:
student’s response to a question from the teacher;
student’s spontaneous response to an activity or discussion;
student’s incorrect answer - to a question, or as a contribution to a discussion.
Furthermore, our data show that the teacher’s response is one of three kinds:
to acknowledge but put aside;
to acknowledge and incorporate.