Page 27 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

project (i.e., the intervention year). Participants were 19 teachers who had children showing low mathematics achievement in their classes. The teachers conducted a dynamic math interview. The interviews were video recorded, and qualitative analyses were conducted on the videos to determine the capacity of the teachers to adequately identify the children’s specific math learning needs. To examine to the promotion of the children’s mathematics learning using dynamic math interviews, a Wilcoxon signed-rank test was computed.
Chapter 6 provides a summary of the main findings from the four studies constituting the present dissertation and a general discussion of the findings, some critical reflection, and suggestions for future research. The practical and empirical implications of the present findings are also described in this final chapter.
Appendices describing and/or illustrating the developed instruments are also included. Appendix A contains the Scale for Mathematics Teaching Strategies supplemented to The International Comparative Analysis of Learning and Teaching (ICALT + S), Appendix B includes the Teachers’ Sense of Mathematical Knowledge for Teaching Questionnaire (TSMKTQ). Appendix C contains the Analytical Framework to facilitate the qualitative analysis of the dynamic math interviews and in Appendix D examples of parts of the dynamic math interviews are presented.
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General introduction
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