Page 147 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Dynamic math interviews to identify children’s math learning needs
fourth grade children, math self-concept was shown to be a significant positive predictor of the development of arithmetic fluency (Kaskens et al., 2020). Math anxiety is a negative emotional response to numbers and/or math-related situations (Suárez-Pellicioni et al., 2016). It has been shown to negatively correlate with mathematics achievement in general and complex, verbal, mathematical problem-solving in particular (Wa et al., 2017). And this negative correlation between math anxiety and mathematics achievement has been shown, in turn, to be due to: avoidance of mathematics, suppression of cognitive processing and other social factors (Maloney & Beilock, 2012). In general, better mathematics achievement correlates positively with self-efficacy and self-concept while lower mathematics achievement correlates negatively with math anxiety. By grade 4, moreover, the associations have been found to be reciprocal: self-concept influences mathematics achievement and vice versa (Weidinger et al., 2018).
Children showing low mathematics achievement are known to experience difficulties with both the basic and more abstract aspects of mathematical development (Fuchs et al. 2016; Träff et al. 2020). They have also been found to be more influenced by affective math-related factors than average math achievers (Lebens et al., 2011). All of this shows that not only cognitive factors but also the beliefs and emotions of children should be taken into account when identifying children’s math learning needs.
Dynamic math assessment
Dynamic math assessment differs from traditional standardized testing on a number of fronts. First, dynamic testing procedures all have an intervention or training phase for students, which is aimed at the identification of how individual instruction can lead to improved achievement (Elliott et al., 2010; Fuchs et al., 2008). Second, in an interactive teacher-child dialogue, children demonstrate their mathematical understanding and thinking and mathematical knowledge/skill and teachers address specific errors, provide support and gain in-depth insight into the strengths and weaknesses of children (Ginsburg 1997, 2009; Pellegrino et al., 2001).
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