Page 111 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews
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Child factors
Executive functioning
Effect of dynamic math interviews on mathematics teaching
   Math self-concept Math self-efficacy Math anxiety
  Arithmetic fluency end grade 4
 Mathematical problem- solving end grade 4
 Arithmetic fluency start grade 4
  Dynamic math interviews
    Teacher factors
Mathematics teaching behavior
Mathematical knowledge for
Figure 1.O verview of teaching
Mathematics teaching self- efficacy
Mathematical problem- solving start grade 4
  Introduction
The premise of mathematics education is that teachers, through the use of effective mathematics teaching practice, can offer all children the opportunity to maximize their learning potential (Forgasz & Cheeseman, 2015). Achieving this requires understanding the diverse learning needs of all children and the ability to adapt to these needs in the regular mathematics classroom setting (Forgasz & Cheeseman, 2015). Meeting a variety of children’s needs is complex and a major challenge for many mainstream teachers. Teachers must be able to handle multiple learning trajectories and provide tailored support to learners of different math abilities (Deunk et al., 2018). In order to adjust their teaching, teachers must be able to identify children’s math learning needs. Dynamic math interviews may be able to help identify these needs (Allsopp et al., 2008; Ginsburg, 2009). Dynamic math interviewing is a flexible, semi-structured mathematics assessment approach in which the teacher interacts with a child to get insight into their mathematical thinking, conceptual understanding and
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