Page 133 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Effect of dynamic math interviews on mathematics teaching
Effect of the teacher professional development program
The positive effect of the teacher professional development program is consistent with the findings of other research that links specific design characteristics to professional development influence (e.g., Desimone, 2009; Heck et al., 2019; Van Driel et al., 2012). In the present study, the training was focused on content related to dynamic math interviews and effective mathematics teaching. Examples of the active and practice- based learning methods used are good examples of math interviews, discussions about mathematics teaching articles and analysis of tasks and errors. Coherence was achieved by focusing on the policy standard goals of mathematics teaching in primary education, adjusting to the identified needs of teachers prior to the teacher professional development program and using the same supportive tool for dynamic math interviews. The teacher professional development program also achieved collective participation. In the present study, only fourth grade school teachers with a purposeful focus on the same subject, mathematics, participated in the teacher professional development program and collaborated during the meetings.
Furthermore, the use of videos as a core component supported teacher learning. This corresponds to other studies that used videos taken in teachers’ own teaching practice as part of teacher professional development (e.g., Borko et al., 2011; Tripp & Rich, 2012). In their research Heck et al. (2019) emphasized the importance of using videos and expert facilitators able to scaffold teachers’ viewing and discussion and promote open, thoughtful dialogue. This was also the case in the current study. Teachers gave each other feedback on the dynamic math interviews based on observation and discussion. This element of professional development, an active practice-based way of learning focused on diverse aspects of teacher-child interaction related to mathematics, appeared to be an effective feature of the teacher professional development program.
The novel and innovative features of this study included focus on the knowledge and skills required for dynamic math interviews and the development of a supportive tool for conducting these interviews. The tool incorporated features needed to conduct an interactive, solution- driven, future-focused dynamic math interview that actively involved
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