Page 154 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews
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Chapter 5
Arithmetic fluency. The second measure of mathematics achievement was the Speeded Arithmetic Test (TTA; De Vos 2010), a standardized paper-and-pencil test containing four categories of math with 50 fact problems each: addition (difficulty varying from 6 + 0 to 29 + 28), subtraction (varying from 4 – 2 to 84 – 38), multiplication (varying from 4 x 1 to 7 x 9), and division (varying from 6 : 2 to 72 : 9). Children are given two minutes per math category. A correct answer yields one point for a total of 50 possible points per category of math and 200 for the total test. In the present study, the reliability and validity of the scales was good (total α = 0.86; addition α = 0.82; subtraction α = 0.80; multiplication α = 0.76; division α = 0.76).
Math self-concept, math self-efficacy, and math anxiety. The Mathematics Motivation Questionnaire for Children was used to measure math-related beliefs and emotions (MMQC; Prast et al. 2012). The questionnaire consists of five scales: math self-efficacy (6 items), math self-concept (6 items), math anxiety (5 items), math task value (7 items), and math lack of challenge (6 items). All items are responded to along a four-point scale: 1 = NO! (strongly disagree), 2 = no (disagree), 3 = yes (agree), 4 = YES! (strongly agree). Of particular interest for the present study with low math achievers were the self-efficacy, self-concept, and math anxiety scales. The internal consistency for two the scales in our study was acceptable: math anxiety (year 1, α = 0.79; year 2 α = 0.77) and math self-efficacy (year 1 α = 0.79; year 2 α = 0.77). The internal consistency for math self-concept was good (year 1 α = 0.85; year 2 α = 0.86).
Analytic framework
Using the method of qualitative content analysis as developed by Mayring (2015), we developed an analytic framework to examine the video-recorded dynamic math interviews (see Figure 2). The framework encompassed aspects of dynamic assessment considered critical for a dynamic math interview to be effective. For purposes of the present study, we focused on 10 aspects judged to be critical for the identification of children’s math learning needs and thus providing a stepping stone for meeting the needs. Three validation sessions were conducted in which five mathematics teaching experts (one validation
 




























































































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