Page 25 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Research design
The design of the present research is outlined in Figure 2. The data on child factors and teacher factors was collected at the start (T1) and end (T2) of two consecutive school years. Year 1 constituted the control condition as no intervention was conducted during that year. Year 2 constituted the experimental condition; a dynamic math interview professional development program was conducted during this year and followed by a period of practice. The same teachers participated in years 1 and 2, but the groups of children participating in the years differed.
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General introduction
Aug-Sep Oct
School year 1: control group
Nov-mid Feb Feb March-mid June June
School year 2: experimental group
Measurement 1, year 1
Mathematics taught as usual
Measure- ment 2, year 1
Measurement 1, year 2
Individual feedback on a conducted dynamic math interview
Pre test
Profes- sional develop- ment program
Post test
Individual feedback on a conducted dynamic math interview
Practice period
Measure- ment 2, year 2
Figure 2 Research Design
Outline of the present dissertation
In Chapter 2, the results of a longitudinal study of the roles of both child and teacher factors in children’s mathematical development are reported. Not only the roles of various cognitive aspects of mathematical development but also the math-related beliefs and emotions of children were examined. And the roles of teachers’ mathematics teaching behavior, and teachers perceived mathematical knowledge for teaching and their math teaching self-efficacy were examined. Data was collected from 610 fourth grade children and 31 fourth-grade teachers. In multi-level analyses, the extent to which various child and teacher factors considered separately but also jointly correlated with children’s mathematical development was examined
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