Page 102 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

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Chapter 3
updating) was most challenging during the phase of understanding a mathematical problem, inhibition during the planning phase, and shifting during the reflection/evaluation phase. Another possible limitation on the present study is that other potentially relevant factors — such as children’s reading comprehension, task approach, and (in) adequate identification of problem-solving strategies — were not included. Consideration of these factors in future research is therefore recommended.
Implications for Practice
Solid mastery of starting mathematical knowledge and skills obviously facilitates later learning and mathematical problem-solving (Watts et al., 2014). Careful attention should therefore be paid in the teaching of mathematics to the establishment of a solid mathematical foundation during the early elementary school years. Children with poor arithmetic fluency especially require explicit instruction and intensive training to improve their arithmetical knowledge and efficient strategy use (Koponen et al., 2018). Children need arithmetic fluency and sufficient prior mathematical knowledge for successful mathematics learning in grade 4 and subsequent grades.
With regard to executive functions, attempts to improve executive functioning have shown limited transfer to other domains and long- term effect from interventions are largely unknown (Diamond, 2012). Based on a recent study by Gunzenhauser and Nückles (2021), supporting executive functioning during daily mathematics lessons in several ways can be suggested. One suggestion is modeling by the teacher; that is, the teacher can demonstrate how to make a plan and monitor its implementation in solving a complex mathematical problem. Another suggestion is informed training; that is, the teacher provides information about how, when and why to enact a particular skill. Furthermore, it is important that teachers consider the specific executive functions that might help children to solve mathematical problems and scaffold the children during instruction (e.g., break complex problems into manageable parts, teach strategies to deal with irrelevant information).