Page 165 - 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
Dynamic math interviews and children’s mathematical development
Addressing the second research question, to what extent the dynamic math interviews significantly promoted children’s mathematical development, Table 2 shows the results of intervention-control comparisons. When we compared the means, standard deviations, and medians for the control versus experimental groups (for the medians, see Table 2), the results of a Wilcoxon signed-rank test between groups showed no significant effects on children’s mathematical development. When combining a p-value of .065 with an effect size of .763 due to a small sample size, the results showed a trend towards an effect of the dynamic math interviews on mathematical problem-solving ability.
Significant within groups differences over time (T1-T2) were found for both the control and experimental groups on mathematical problem-solving and arithmetic fluency. The control group also increased significantly over time on addition and division skills; the experimental group on addition, subtraction, multiplication and division. No significant effects over time were found for math self- efficacy, math self-concept, or math anxiety.
5
groups
Within groups
Median Exp. Group (n=19) T2
Z
p
g
Control Group T1 –T2
Exp. Group T1-T2
Z
p
Z
p
223 -1.859 95 - .746 29 - .766 22 - .869 24 - .608 17 - .869 17 -1.080 17 - .835 12 -1.183
.065 .763 .471 .126 .451 .243 .391 .221 .560 .258 .391 .287 .286 .323 .410 .286 .242 .425
-3.299 .001*** -2.840 .005** -2.897 .004** -1.735 .083 -1.052 .293 -2.923 .003**
- .410 .682 -1.583 .113 - .199 .842
-3.765 -2.878 -2.988 -2.768 -2.092 -2.251 -1.146 - .192 - .969
.001*** .004** .003** .006** .036* .024* .252 .848 .333
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