Page 137 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Effect of dynamic math interviews on mathematics teaching
Implications for practice
This study supports the notion that a teacher professional develop- ment program, based on effective characteristics of professional development in combination with a supportive scripted tool for dynamic math interviews, can influence the quality of teacher-child dynamic math interviews. The teacher professional development program design may be useful in other (research) contexts to improve mathematics teaching. The program might be improved by increasing opportunities for peer feedback concerning child support during a math interview. And the tool developed could help build a framework for dynamic math interviews.
Conducting dynamic math interviews adds value to mathematics teaching competencies. Interviewing children broadly on diverse aspects -- such as problem-solving processes, math experiences, math related beliefs, prior knowledge and skills -- that play a role in mathematical development and allow teachers actively involve children provides insight into the learning and educational needs of children. It also helps teachers meet these needs.
Conclusion
This quasi-experimental study is the first to explore the influence of dynamic math interviews on teachers’ mathematics teaching behavior and perceived mathematics teaching self-efficacy and mathematical knowledge for teaching using an original research design involving same teacher participation over two years. Based on the promising results, we conclude that a teacher professional development program with effective characteristics contributed to improved teacher-child dynamic math interviews. In addition, conducting dynamic math interviews with children impacts mathematics teaching behavior, teachers’ sense of mathematics teaching self-efficacy and teachers’ beliefs in mathematical knowledge for teaching. Teachers seem to apply the lessons learned in dynamic math interviews in more complex and adaptive teaching behaviors and in their perceived mathematics teaching self-efficacy and mathematical knowledge for teaching. Dynamic math interviews seem to provide unique opportunities for
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