Moving from traditional to responsive mathematics classrooms: a proposition of an intervention model
Peer reviewed, Journal article
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Original versionTeacher Development. 2020, 24 (3) https://doi.org/10.1080/13664530.2020.1763443
This article discusses how mathematics didactics can be inspired by and further developed through responsive pedagogy, understood as feedback directed at self-regulation and self-efficacy, in mathematics teaching. The authors explain the rationale behind an intervention model for improving mathematics teachers’ feedback practices. The model is a developmental framework for intervention that is context dependent, rather than a fixed model for intervention. The overall aim with such an intervention is to establish a recursive feedback dialogue between teachers and students. Next, the backdrop for the participatory approach used in the development and implementation of such an intervention model is presented, emphasising the importance of researchers and teachers working closely together and engaging in mutual learning. The aim is to develop understanding and a shared language when discussing responsive pedagogy. Finally, the article explains the implementation process of the described model. The results of the implementation will be presented in forthcoming articles.