Page 26 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews
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Chapter 1
after control for non-verbal reasoning ability. For each of the analytic models, arithmetic fluency and mathematical problem-solving were distinguished.
In Chapter 3, the results are reported for a second longitudinal study examining the roles of arithmetic fluency and executive functioning (visuospatial and verbal updating, inhibition, and shifting) in children’s mathematical problem-solving achievement and development, after control for non-verbal reasoning ability as this is a critical factor underlying mathematical problem-solving ability. Data were collected from a sample of 458 children randomly selected from the population of 1062 children participating in the two years of the research project. The sample was evenly distributed with respect to low-, average-, and high mathematical achieving. In multiple hierarchical regression analyses, the roles of arithmetic fluency and executive functioning in mathematics achievement at the end of grade 4 were examined. Mediation analyses were used to investigate the relationships between executive functioning and mathematical problem-solving development with the children’s arithmetic fluency at the start of grade 4 as the mediator and their mathematics achievement at the start grade 4 as a covariate.
In Chapters 4 and 5, the results are reported of quasi-experimental studies with dynamic math interviews. In Chapter 4, the outcomes are reported for a professional development program aimed at enhancing the quality of the conduct of dynamic math interviews and identifying the benefits of using dynamic math interviews to pinpoint children’s math learning needs. A total of 23 teachers involved in both years of the research project participated in this specific study. Data on the effects of the professional development program on the quality of dynamic math interviews was collected using pretest-posttest measures and compared using paired samples t-tests. In repeated measures ANOVA analyses, followed by post hoc tests, the effects of participation in the professional development program on teacher factors were examined.
In Chapter 5, the adequacy of teachers’ conduct of dynamic math interviews and the possible benefits of using dynamic math interviews with children showing low mathematics achievement are reported on. Date was collected during the second year of the present research
 




























































































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