Page 119 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Effect of dynamic math interviews on mathematics teaching
taken before and one after the intervention period. We expected that the teacher professional development program would have an effect on all three teacher factors regarding mathematics teaching. We thought that identifying children’s math learning needs and making the transfer to daily educational practice might appeal to teachers’ specific mathematical knowledge, skills (e.g., ask appropriate questions, make appropriate interventions) and belief in their own capabilities. Experiencing dynamic math interviews and gaining insight into children’ knowledge and thinking may support effective mathematics teaching.
Methods
Participants and study context
This study was undertaken within the context of the Dutch primary education system which seeks to provide appropriate education to all children. Participants were recruited by open invitations via social media (Twitter) and by direct mail addressed to both elementary school principals and fourth grade teachers (contact information gathered via schools’ public websites). Interested teachers were invited to an information meeting to learn about the aims of the study, what was expected from participants, and what they could expect from the researchers. Thirty-one teachers, responsible for teaching 610 nine year old elementary school children in grade 4 (children aged 8-10 years), were initially involved. Due to illness, pregnancy, job changes and other factors, 23 teachers responsible for teaching 452 elementary school children, completed the two-year study. In the first year, measurements were taken but no interventions took place. The participants came from 22 Dutch elementary schools and had an average of 12,8 years of experience (SD = 9.8) (range of 3 to 40 years) each. Most of the teachers (70%) had a bachelor’s degree in education. An additional 26% had some graduate training and 4% had a master’s degree in education.
Each group of children was divided into three mathematics levels. Children were classified according to the results of the criterion-
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