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Listening to students' mathematical reasoning is commonly highlighted as one of the main features of progressive mathematics teaching, yet, little is known about how teachers enact listening in the classroom. This project explores the experiences of teachers who value a listening orientation in their teaching practice. My research question is: How do teachers who profess to have a listening orientation experience listening and responding to student mathematical thinking? I will draw fromdoi:10.20381/ruor-20521 fatcat:cl7umirkmbb67c7smdgckfa4a4