In this course, we will take a deep dive into what it means to be more responsive in the classroom.

Assessment, tasks, pedagogy and the communication of mathematics are part of the cannon that informs crucial decision making with respect to learning. Performance is often a misleading indicator, but a necessary step in the initial steps of learning.

We will work on example tasks/prompts that exemplify how we can gain a better idea to whether true understanding has taken place. Corrective teaching is of paramount importance in the mathematics classroom and we will look at some of the research and models describing how we can make this work in practice.