Page 146 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

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Chapter 5
beliefs and emotions (Allsopp et al., 2008). A promising alternative is the use of the dynamic math interview: a flexible, process-oriented, semi-structured assessment approach that can help identify the specific educational needs of children and particularly those with low mathematics achievement (Wright et al., 2006; Van Luit, 2019). In the present study, we implemented a dynamic math interview within the context of mathematics learning in elementary schools in order to better identify children’s math learning needs in perspective of better mathematics achievement (Allsopp et al., 2008; Ginsburg, 1997, 2009).
The developmental courses of average and low math achievement
In the first years of elementary school, children are expected to develop an understanding of numbers, counting, and basic arithmetic skills or the prerequisites for later mathematical development (Geary, 2004). Starting in grade 4, the focus of mathematics education shifts to advanced mathematics (e.g., fractions, proportions) and more abstract mathematical problem-solving requiring more complex mathematics skills. In several longitudinal studies, strong associations have been demonstrated between early and later mathematics achievement (e.g., Watts et al., 2014). And in other research, the development of children’s mathematics ability has been shown to be facilitated by the promotion of arithmetic fluency, an understanding of underlying concepts but also calculation principles and the formulation of solution plans for mathematical problem-solving (Andersson, 2008). Not only the cognitive aspects of mathematics learning but also the beliefs and emotions of children have been shown to impact their mathematical development (Chinn, 2012). Three aspects of beliefs and emotions have been shown in particular to be associated with mathematics achievement: self-efficacy, self-concept, and math anxiety (Lee, 2009).
Self-efficacy is a judgment of one’s capacity to perform in general and domain-specific tasks in particular (Bandura, 1997). Self-concept is beliefs about one’s competence and general self-worth but also — for example — one’s math competence. Self-concept is, thus, more general than self-efficacy (Bong & Clark, 1999). A child, for instance, may have a generally positive math self-concept but hold very different self-efficacy beliefs with regard to specific math tasks. In a recent study of 600