Page 125 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Effect of dynamic math interviews on mathematics teaching
coding book encompassed nine aspects that contribute to the quality and effectiveness of a dynamic math interview.
All pretest and posttest videos, which varied in length, were fully transcribed. We sought to compare segments of equal length using Dudley’s approach (2013): we analyzed two segments, 5 minutes in total, from each video. These segments included 2 minutes taken at the beginning of the interview (0.30-2.30) and 3 minutes later on. The second segment showed the child solving three mathematical word problems which were selected, beforehand, by the teacher. The first author analyzed the pretest and posttest videos using the validated coding book.
A mathematics teaching expert with a university master’s degree in special education – blind to the research design and scope – analyzed randomly selected transcripts using the same coding book. The inter- rater reliability for scoring was good (0.93).
Teacher factors
Actual teaching behavior in mathematics lessons. The actual mathematics teaching behavior was measured using an observation instrument: The International Comparative Analysis of Learning and Teaching (ICALT, Van de Grift, 2007). ICALT looks at a broad range of teaching behavior, but is not math-specific. Therefore, in this study, ICALT was supplemented with other tools specifically addressing mathematics teaching. ICALT examines 32 factors across six scales of teaching behavior; a seventh scale focuses on children’s involvement. The teacher behavior scales range from lower to higher order teaching behavior: providing a safe and stimulating learning climate, efficient classroom management, clarity of instruction, activating learning, teaching learning strategies, and differentiation and adapting lesson (Van der Lans et al., 2018). Because the ICALT is not math- specific, we developed an additional eighth scale incorporating eight aspects of math-specific teaching strategies for this study (based on Gal’perin, 1978 and Polya, 1957) They are 1) informal manipulation, 2) representations of real objects and situations, 3) abstract mental representations (models and diagrams), 4) abstract concepts/mental operations, 5) making connections between the previous four levels
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