ABSTRACT 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.

中文翻译：

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从传统的数学课堂过渡到响应式数学课堂：干预模型的命题

摘要本文讨论了如何在数学教学中通过响应式教学法来启发和进一步发展数学教学法，响应式教学法被理解为针对自我调节和自我效能的反馈。作者解释了改进数学教师反馈实践的干预模型背后的基本原理。该模型是与上下文相关的干预的发展框架，而不是固定的干预模型。这种干预的总体目标是在教师和学生之间建立递归反馈对话。接下来，将介绍在这种干预模型的开发和实施中使用的参与式方法的背景，强调研究人员和教师紧密合作并参与相互学习的重要性。目的是在讨论响应式教学法时发展理解和共享语言。最后，本文解释了所描述模型的实现过程。执行结果将在以后的文章中介绍。