Responsive Pedagogy and Student Learning: Feedback Practice and Student Learning in Mathematics

• In Event: 16.060 - Roundtable Session 3
  In Roundtable Session: 16.060-10 - Classroom Assessment SIG Roundtable

Abstract

We assume there is more to learning than improving content achievements. 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. This paper present a large research project in lower secondary school in Norway. Our aim 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. Developing knowledge about how responsive pedagogy can strengthen students’ learning strategies and improve achievements by engaging in dialogues to meet their emotional and cognitive needs, this, we believe, is a major challenge for today’s schools.

Authors

• Siv Måseidvåg Gamlem, Volda University College

• Kari Smith, Norwegian University of Science and Technology

• Knut Steinar Engelsen, Stord/Haugesund University College