Page 36 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Chapter 2
Abstract
We examined to what extent children’s development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher factors, specifically: actual mathematics teaching behavior, self-efficacy, and mathematical knowledge for teaching. Participants were 610 children and 31 teachers of grade 4. Multi-level analyses showed children’s math self-concept to be a positive predictor of arithmetic fluency and mathematics teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical knowledge for teaching; negatively by actual mathematics teaching behavior and teachers’ self-efficacy; and not at all by the child factors of math self-concept, math self- efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between mathematics teaching behavior and children’s mathematical development is needed.
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