Loops All the Way Down – How Incorporating Feedback Loops into Our Teaching Perspective Can Elevate Math Pedagogy

Authors

  • Christopher Yu Drexel University

DOI:

https://doi.org/10.22236/ie.vi.281

Keywords:

Secondary math education, self-regulated learning (srl), feedback loops, thinking classroom, vertical non-permanent surfaces (vnps)

Abstract

This paper analyzes secondary math student behavioral patterns from the lens of a systems theorist.  Using the concept of feedback loops, we can see why some students fall into detrimental patterns that lead to low achievement in mathematics. Also, the author will relate his experience with Thinking Classroom Methodology, work by the professor Peter Liljedahl, and how it improves math pedagogy also through the lens of feedback loops.

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Published

2020-12-02

How to Cite

Christopher Yu. (2020). Loops All the Way Down – How Incorporating Feedback Loops into Our Teaching Perspective Can Elevate Math Pedagogy. International Proceedings Conferences Series, 1–6. https://doi.org/10.22236/ie.vi.281