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' feedback, self-regulated learning, 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."