Page 121 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Effect of dynamic math interviews on mathematics teaching
School year 1
School year 2
Aug-Sep
Oct
Nov-mid Feb
Feb
March- mid June
June
Measurement T1, year 1
Mathematics taught as usual
Measure- ment T2, year 1
Measurement T3, year 2
Individual feedback on a conducted dynamic math interview
Pre test
Teacher Profes- sional develop- ment program
Post test
Individual feedback on a conducted dynamic math interview
Practice period
Measure- ment T4, year 2
Figure 1 The research design Note: T1, T2, T3 = Baseline.
Intervention
The intervention consisted of a teacher professional development program comprising four, 4-hour meetings, followed by a period of dynamic math interview practice. The teacher professional development program was based on the design features of professional development (e.g., Desimone, 2009; Heck et al., 2019; Van Driel et al., 2012). These features are the collective participation of teachers of the same subject (mathematics) and grade (4), employing active and useful learning activities (e.g., good practices of math interviews), focus on content (related to dynamic math interviews and mathematics teaching), focus on inclusive mathematics classroom practice (coping with different needs of mathematics learners), collaboration (e.g., discussing articles, watching each other’s math interview videos and giving peer feedback), coherence (e.g., identifying the needs of the teachers prior to the professional development program using the same math interview tool) and generous time investment.
The program’s design prototype was reviewed by five students enrolled in professional Educational Needs in mathematics/dyscalculia Masters programs, one school coordinator of mathematics and one researcher in mathematics education. The review occurred between May and June at the end of the first school year. The teacher professional development program was fine-tuned in August and September, at the beginning of the second school year. The teacher professional development program included an explanation of the tool for dynamic
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