Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions

Adaptive teaching on the micro-level of teacher-student interaction has often been investigated, but rarely with respect to students’ content-specific learning pathways. In this paper, we present an analytic approach disen­tangle content into its components and capture adaptivity in practices teachers’ student focus goal focus. For this, adaptive is conceptualized as targeted steering trajectories navigating from initial ideas towards goals. a case study video data 19 middle school small-group sessions comparing fractions context problems, show how can differ even when same teacher moves are used. This calls for extending professional development programs that combine working unpacking