Page 49 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Impact of child and teacher factors on mathematical development
of errors and responding to these (Pedagogical Content Knowledge); and c) selection and use of models and representations for different domains of mathematics, use of real-world contexts, and knowledge of the metric system (Specialized Content Knowledge). Teachers responded to items along a four-point scale ranging from 1 (= to a very small extent) to 4 (= to a very large extent). The internal consistency of the TSMKTQ was found to be good (α = .93).
Teachers’ mathematics teaching self-efficacy. The Dutch online version (Goei & Schipper, 2016) of the long form of the Teachers’ Sense of Self Efficacy Scale (TSES; Tschannen-Moran & Woolfolk-Hoy, 2001) was used to measure teachers’ self-efficacy with respect to the teaching of mathematics. The questionnaire contains 24 items equally divided across three subscales: a) efficacy for children’s engagement (e.g., How much can you do to help children think critically?), b) efficacy for instructional strategies (e.g., How well can you respond to difficult questions from your children?), and c) efficacy for classroom management (e.g., How much can you do to get children to follow classroom rules?). The teachers responded along a nine-point scale ranging from 1 (= not at all) to 9 (= a great deal). Reliability was found to be good in the present study: the Cronbach’s alphas for the three subscales were 0.74, 0.81, and 0.82, respectively.
Procedure
After recruitment of participants, an information meeting was held in two different regions of the Netherlands. During the meeting, the teachers were given written information about the study and a factsheet about the methods of data collection to be used. The teachers consented via e-mail for subsequent observation and video-recording of a regular mathematics lesson taught by them on the topic of fractions or ratios.
The parents of children were provided written information about the study by the teacher. Their written consent for participation of their child in the study was obtained prior to data collection. The sample was treated in accordance with institutional guidelines as well as with APA ethical standards.
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