Page 122 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

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Chapter 4
math interviews and mathematical knowledge for teaching related to dynamic math interviews, examples of dynamic math interviews on video, and peer feedback in the second and third meeting. The first author, an expert teacher trainer, organized the meetings.
The 4-hour meetings began a few weeks after the pretest. Between the first and the second, and the second and the third meeting, the teachers practiced giving a dynamic math interview. This was videotaped. In the subsequent meeting, teachers, divided into groups of two or three, provided qualitative peer feedback. They did this using a theory-based observation tool specifically constructed for the study (e.g., kinds of questions, focus of the questions, types of support). In this way, teachers received structured peer feedback on their performances in the second and third meeting.
Teachers undertook the posttest – a video-recorded dynamic math interview – between the third and fourth meeting. It was submitted at the fourth meeting. At that last meeting’s end, teachers filled in a written evaluation form about the training. With respect to content and achieved goals, the average teacher training satisfaction score was 3.55 on a scale of 1 to 4.
Each teacher received individual pretest feedback from the researcher before the first and posttest feedback after the last meeting. In the practice period that began after the four meetings, the teachers undertook and recorded another dynamic math interview with six of the nine selected children in their group. Teachers were not given feedback on these interviews; they provided proof that the dynamic math interviews actually took place (i.e., treatment fidelity).
Measurement instruments
Pretest and posttest dynamic math interview
Pretesting and posttesting consisted of a video-recorded assignment: teachers conducted a dynamic math interview in which three teacher- selected word math problems (presented using mathematical notation, text, and/or pictures) were assessed. These problems were culled from criterion-based standardized Dutch national mathematics tests