Page 145 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Math self-concept Math self-efficacy Math anxiety
Dynamic math interviews to identify children’s math learning needs
Child factors
Executive functioning
Dynamic math interviews
Arithmetic fluency start grade 4
Arithmetic fluency end grade 4
Teacher factors
Mathematics teaching behavior
Mathematical knowledge for
Figure 1.O verview of teaching
Mathematics teaching self- efficacy
Mathematical problem- solving start grade 4
Introduction
The success of children’s mathematics achievement accounts for considerable variance in educational outcomes but also impacts daily lives, self-reliance and later career opportunities. Persistent difficulties can occur in several domains of basic mathematics including learning arithmetic facts, retrieving these facts from long-term-memory, and the mastery and application of procedures for solving mathematical problems (e.g., Andersson, 2008; Fuchs et al., 2016; Geary, 2004, 2011; Mazzocco, 2007). Identifying and meeting the specific needs of children with low mathematics achievement is a major challenge for teachers in general and those with inclusive classrooms in particular (Mitchell, 2015). To successfully understand the math learning needs of low math achievers, teachers need insight into their mathematical performance, thinking, understanding, and beliefs (Deunk et al., 2018). However, current mathematics assessment is dominated by standardized, norm-referenced testing with its focus on the products of student learning as opposed to requisite math solving strategies, underlying thought processes, learning potential, and math-related
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Mathematical problem- solving end grade 4
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