Page 144 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

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Chapter 5
Abstract
We investigated the adequacy of the conduct and possible benefits of the use of dynamic math interviews with fourth grade children showing low mathematics achievement. This was done to facilitate the identification of their math learning needs and promote their subsequent mathematical development (mathematical problem-solving ability, arithmetic fluency, math self-efficacy, math self-concept, and math anxiety). In a pretest- posttest control group design, mathematical development was assessed at both the start and end of the school year. The experimental group had 19 fourth graders (children aged 8-10 years), showing low mathematics achievement and the control group had 15 such children. The intervention consisted of a dynamic math interview teacher professional development program and a practice period in which the teachers in the experimental group conducted an interview with each of the children. Qualitative analyses of the transcripts of the video- recorded interviews showed the conduct of the individual dynamic math interviews to be effective and to facilitate the identification and understanding of the math learning needs of children with low mathematics achievement. On the basis of such interviews, teachers provided feedback and support that were clearly attuned to the children’s specific math learning needs. Children’s mathematical development in the experimental and control groups did not differ significantly although differences in mathematical problem-solving ability were apparent. This study shows the potential of an analytical framework to evaluate the adequacy and benefits of dynamic math interviews in a more valid way by viewing relevant aspects in conjunction.