Page 170 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

168
Chapter 5
proximal development and thereby maximize the effectiveness of their efforts. It may nevertheless be the case that not only the introduction of a teacher professional development program and dynamic math interview practice are needed to foster a better recognition and understanding of the math learning needs of children today; it is possible that a more systemic implementation of dynamic assessment techniques is needed within the wider school context and learning community (Franke et al., 2001). In today’s mathematics classrooms, children showing low mathematics achievement (or low achievement in general) require extra attention. The conduct of dynamic math interviews is a promising tool for providing the attention which is needed and thereby meeting the math learning needs of all children.