Page 24 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Chapter 1
in a professional development program to develop their dynamic math interviewing competencies, followed by a period of practice using dynamic math interviewing. To investigate the effectiveness of using dynamic math interviews, the reliability, validity, and further benefits of using this form of assessment to identify children’s math learning needs were assessed.
An overview of the components of the research project is presented in Figure 1.
Child factors
Executive functioning
Math self-concept Math self-efficacy Math anxiety
Arithmetic fluency end grade 4
Mathematical problem- solving end grade 4
Arithmetic fluency start grade 4
Dynamic math interviews
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Teacher factors
Mathematics teaching behavior
Mathematical knowledge for
Figure 1.O verview of teaching
Mathematics teaching self- efficacy
Mathematical problem- solving start grade 4
Figure 1 An Overview of the Components of the Research Project
For purposes of the present research, a professional development program was developed following the design features recommended for such programs (Borko et al., 2011; Desimone, 2009; Heck et al., 2019; Tripp & Rich, 2012; Van Driel et al., 2012). The program included an explanation of the dynamic math interview tool and the mathematical knowledge for teaching needed for dynamic math interviewing.
A support tool for the conduct of dynamic math interviews was also constructed. An analytic framework was next developed to examine those aspects of the dynamic math interviews considered critical for the effective identification of the math learning needs of elementary school children (see Appendix C).