Page 117 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Effect of dynamic math interviews on mathematics teaching
Effective teacher professional development
Teachers can benefit from professional development programs (Jacob et al., 2017). Literature identifies the following characteristics as able to effectively influence teacher professional development: active and practice-based learning, collective participation, focus on content and classroom practice, collaboration, duration and coherence (Desimone, 2009; Heck et al., 2019; Van Driel et al., 2012). Using selected video clips from mathematics lessons in teacher mathematics training is also effective (Borko et al., 2011). Tripp and Rich (2012) explored how video influenced teacher change. They found that video and discussion motived and helped teachers adjust their teaching. Their work showed that teachers rated video analyses as a very effective feedback tool. In addition, Heck et al. (2019) found that a teacher mathematics training which strengthens connections between the development of mathematics teaching behavior, mathematics teaching self-efficacy and mathematical knowledge for teaching, is effective.
To our knowledge, no study has examined a teacher professional development program focused on the knowledge and skills needed to conduct teacher-child dynamic math interviews. Scripted tools could help the teachers conduct dynamic interviews, but these are few and far between (Caffrey et al., 2008). For the purpose of the present study we created a tool to enhance teacher-child dynamic math interviews to identify math learning needs that was based on relevant research (Allsopp et al., 2008; Bannink, 2010; Delfos, 2001; Ginsburg, 2009; Ketterlin-Geller & Yovanoff, 2009). This tool enables the teacher to conduct a process-oriented math interview for various domains of mathematics and to examine math-related experiences, emotions and beliefs of the children. For example, the tool offers suggestions for questions that help gain insight into what the child understands, questions that can support the child’s thinking about solutions and future goals as well as suggestions for providing support. In this way, the tool goes beyond standardized norm-referenced testing and existing assessment tools (Allsopp et al., 2008; Franke et al., 2001; Wright et al., 2006).
To date, few studies have investigated the effects of teacher professional development on teacher factors within the context of
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