Page 131 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

1. Actual mathematics teaching behavior
1a. Safe and stim. learning climate
.73 5.06 (2,42) .71 3.79 (2,42) .90 1.19 (2,42)
.61 6.66 (2,42) .71 5.09 (2,42) .86 1.80 (2,42)
.64 6.49 (2,42) .99 0.11 (2,42)
.95 0.39 (2,42) .87 1.11 (2,42)
.011 .19 .031 .15 .315 .05
.001** .24 .010 .20 .180 .08
.003* .24 .900 .01
.677 .02 .340 .05
.62 13.60 (1,22) .99 0.02 (1,22) .94 1.41 (1,22)
.87 3.37 (1,22) .52 20.58 (1,22) .52 20.58 (1,22)
.54 18.99 (1,22) .48 23.91 (1,22)
.66 11.26 (1,22) .65 11.64 (1,22)
.001** .38 .898 .00 .248 .06
.080 .13 .001** .48 .001** .48
.001** .46 .001** .52
.001** .34 .001** .35
1b. Efficient classroom
management
1c. Clarity of instruction
1d. Activating learning
1e. Differentiation and adapting
1f. Teaching learning strategies
lesson
Effect of dynamic math interviews on mathematics teaching
Table 3 Development of Teacher Factors (N = 23)
Teacher Factors
Baseline T1-T2-T3
T3-T4
λ
F
p
ηp2
λ
F
p
ηp2
1g. Math-specific teaching
strategies
4
2. Mathematics teaching self- efficacy
3. Mathematical knowledge for teaching
Note: p * ≤ .005 (after Bonferroni correction 0,05/10 = .005), p** ≤ .001
T3 [-Intervention-] T4:
The results showed an overall effect (overall, all scales together) on mathematics teaching behavior over time, across two timepoints – T3 (before the intervention) and T4 (after the intervention) (Table 3:1). No overall effect over time was found on the scales ‘Safe and stimulating learning climate’, ‘Efficient classroom management’ and ‘Clarity of instruction’ (Table 3:1a, 1b, 1c). The effect over time on ‘Clarity of instruction’ was significant at the baseline, but not across T3 and T4. Results showed an overall effect over time on ‘Activating learning’, ‘Differentiation and adapting lesson’, ‘Teaching and learning strategies’ and ‘Math-specific teaching strategies’ (Table 3:1d, 1e, 1f, 1g). These scales represent more advanced levels of teaching behavior. The results showed an overall effect between T3 and T4 on teachers’ ‘Mathematics teaching self-efficacy’ (Table 3:2) and ‘Mathematical knowledge for teaching’ (Table 3:3).
129