Page 124 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

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Chapter 4
5) Questions to determine the level and adequacy of child’s prior knowledge and understanding. The teacher can ask qualitative and quantitative questions to gauge child’s prior knowledge and understanding of mathematics concepts and procedures (Van Luit, 2019). For example, the teacher checks the procedural knowledge of division tasks while assessing the domain of fractions.
6) Give support. The math interview tool contains suggestions on ways the teacher can support for child’s thinking and solution processes. These include giving support a) by structuring, b) by reducing complexity, c) verbally (e.g., hints), d) by using representations of real situations, e) by using models or schemes, f) by using concrete materials, g) by modelling. Some suggestions for support were developed by Gal’perin based on Vygotksy’s action theory (Gal’perin, 1978); others are based on Van Luit (2019).
7) Safe and stimulating climate during math interview. In order to conduct a good math interview, several conditions must be met. These include a relaxed and warm atmosphere, respect, starting with a mathematical problem the child is likely to solve, verbal encouragement and sincere, supportive remarks (Delfos, 2001).
8) Teacher summarizes the math learning needs. The teacher succinctly summarizes child’s needs using the child’s own words. In this way, the teacher shows that he/she has been listening attentively and can confirm the educational needs and goals. This fosters co-responsibility by both the teacher and the child (Delfos, 2001; Bannink, 2010).
9) Scope of the dynamic math interview. A narrow scope meant that the math interview was aimed at obtaining information about a limited number of aspects of the child’s mathematical development. A wide scope is focused on more aspects and is therefore preferred (Ginsburg, 1997).
The coding book was improved and refined based on feedback from five mathematics teaching experts (one validation sessions) and eight researchers (one validation session). For the purpose of this study, the