Page 113 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Effect of dynamic math interviews on mathematics teaching
understanding across the mathematic curriculum (Allsopp et al., 2008). It can provide more insight into children’s mathematics learning capabilities than traditional tests (Seethaler et al., 2012).
A dynamic math interview is a dynamic assessment approach in the form of a semi-structured diagnostic interview where teachers conduct process research in the various domains of mathematics. In such an interview, teachers can assess achievement levels, underlying procedures and strategies, and the type of support children need for further mathematical development (Ginsburg, 1997; Van Luit, 2019). The formative information teachers gather from dynamic math interviews could be used to develop micro-interventions in the classroom including, for example, use of representations, additional instruction, offering challenging and engaging tasks. These interventions, in the zone of proximal development of children, support children’s learning and problem-solving abilities and promote child’s self-esteem (Deunk et al., 2018).
When interacting with children, teachers stimulate child responses, can better understand their points of view and help address specific educational needs (Lee & Johnston-Wilder, 2013). Teachers can communicate in a way that helps the child discover his or her mathematics learning strengths, experiences and emotions towards mathematics learning and goals and the support needed to achieve them -- linked to the future-focused solution-focused approach (Bannink, 2010). In a review study of applications of the solution- focused approach with children in school settings, Kim and Franklin (2009) found that this approach reduced the intensity of negative feelings and led to improved academic outcomes.
To successfully identify and adapt to children’ math learning needs, teachers need insight into their mathematical performance, thinking, understanding, and beliefs (Deunk et al., 2018). Dynamic math interviews may be an effective tool to help gain these insights (Ginsburg, 1997, 2009). To our knowledge, only few scripted tools for mathematics assessment exist and these focus on specific domains of mathematics (Emerson & Babtie, 2014; Wright et al., 2006).
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