Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning?

Abstract

In this study, we examine the short-term effects of an intervention aimed at developing teachers’ responsive pedagogy in mathematics. The study analyses how an emphasis on responsive pedagogy in 9th grade classrooms over a period of seven months might strengthen students’ self-regulated learning using learning strategies, self-efficacy and achievement in mathematics. Nine schools attended as intervention group (N=40 classes; 1003 students). 11 compatible schools (N=37 classes; 896 students) were recruited as a control group. Students responded to a pre-post questionnaire and conducted a pre-post achievement test. Results show small, significant differences between the total scores for the pre- and post-measures in the intervention group for the variables elaboration, task value motivation, effort and persistence, self-efficacy and self-conception. Significant differences between the treatment and control group is found for the achievement emotions anxiety and enjoyment. No significant difference is found for achievement in mathematics.