The paper “Responsive Pedagogy and Student Learning in Mathematics” was presented by RespMath members at a roundtable discussion at AERA2017 (San Antonio, TX).
In RespMath we assume there is more to learning than improving content achievements.
An aim in this project is to develop new understandings and knowledge of the relationship between responsive pedagogy, defined as feedback practice, and students’ learning in Mathematics, defined as achievements, self-regulation skills and self-efficacy.
Students’ belief in their own capacity to learn and their skills in regulating their own learning are crucial to developing independent learners learning for the future. Developing knowledge about how responsive pedagogy can strengthen students’ learning by engaging learners in dialogues to meet their emotional and cognitive needs is a major challenge for today’s schools.