Page 161 - 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
occasions and two (8, 10) showed increases on the second occasion (T1 < 3, T2 > 3). The one dynamic math interview that was judged to be less than adequate was conducted by teacher 16. It showed an insufficient balance between the different types of questions (aspects 1-5); a small scope (aspect 10); inadequate support and responding (aspects and 7); little or no creation of a safe and stimulating learning climate (aspect 8) and no summary of math learning needs (aspect 9). For this teacher, low actual mathematics teaching behavior scores were also found on both occasions (T1 and T2 < 3). It should nevertheless be noted that not all teachers showing high teaching behavior scores (T1, T2 >3) conducted dynamic math interviews which were judged to adequate on all aspects (teachers 4, 13, 14, 15, 19). Conversely, not all teachers showing low teaching behavior scores (T1, T2 < 3) conducted dynamic math interviews which were judged to be inadequate on all aspects (teachers 7, 9, 16, 17,18). All teachers have their strengths and weaknesses.
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