Page 110 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

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Chapter 4
Abstract
In this quasi-experimental study involving 23 fourth grade teachers, we investigated the effect of implementing teacher- child dynamic math interviews to improve mathematics teaching behavior in the classroom. After a baseline period of 13 months, 23 fourth grade teachers were given dynamic math interview intervention which consisted of a teacher professional development program followed by a period of practice in math interviewing to identify children’s math learning needs. To determine the effects of the teacher professional development program, pretest and posttest videos of math interviews were compared. To analyze the effects of the intervention, mathematics teaching behavior, perceived mathematics teaching self-efficacy and mathematical knowledge for teaching were measured. Results showed not only the effect the program had on the quality of the dynamic math interviews, but also the effects of the intervention on mathematics teaching behavior, mathematics teaching self-efficacy and mathematical knowledge for teaching. Dynamic math interviews can be used to improve mathematics teaching practice.