Abstract We offer a framework for analyzing teachers’ practice of responding to students’ mathematical contributions. This work builds on a framework developed by secondary mathematics teachers that we then augmented with one developed by linguists to create a modified framework that addresses pedagogic responding moves in detail. We show, through in-depth transcript analysis, along with commentary by a teacher and researcher, how the modifications support teachers and researchers to better understand how the dual focus on particular moves and their functional organization shapes discourse to support learning. The resulting framework is situated in the efforts toward building a common language of practice useful for enabling teachers to see and intervene on their own practice while supporting researchers to build theory about how teachers’ instructional practices shape classroom discourse.

中文翻译：

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以教师的工作为基础：将功能性镜头扩展到教师生成的框架，以描述响应式教学实践

摘要 我们提供了一个框架来分析教师回应学生数学贡献的实践。这项工作建立在由中学数学教师开发的框架之上，然后我们用语言学家开发的框架对其进行了扩充，以创建一个修改后的框架，该框架详细解决了教学反应动作。我们通过深入的成绩单分析以及教师和研究人员的评论，展示了这些修改如何支持教师和研究人员更好地理解对特定动作及其功能组织的双重关注如何塑造支持学习的话语。