Page 53 - 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
Table 1 Measures of Child and Teacher Factors
Child
N
M (SD)
Range
Skewness
Kurtosis
Arithmetic fluency T1 610 Arithmetic fluency T2 525 Math. problem-solving T1 586 Math. problem-solving T2 576 Math self-concept T1 605 Math self-efficacy T1 605 Math anxiety T1 605
Actual teaching behavior 31 Math. knowledge for teaching 31 Math teaching self-efficacy 31
105.22 (35.72) 125.81 (34.72) 217.43 (26.08) 237.77 (26.35) 20.40 (5.37)
17.79 (3.45) 11.41 (4.25)
2.86 (0.25) 3.15 (0.30) 7.08 (0.44)
(9-185) (34-196) (131-321) (84-319) (7-30) (7-28) (6-24)
(2.39-3.38) (2.47-3.87) (6.13-7.96)
0.19 -0.65 -0.11 -0.62 -0.14 0.52 -0.57 1.91 -0.44 -0.60 -0.35 0.22 0.85 0.16
-0.01 -0.81 -0.17 0.13 -0.31 -0.71
2
Teacher
Pearson’s correlation coefficients were next computed between the various child and teacher factors (Table 2). All of the child measures correlated significantly with the child mathematics achievement measures. In addition: actual mathematics teaching behavior correlated significantly with mathematical problem-solving at the end of the year (T2); mathematical knowledge for teaching correlated significantly with both arithmetic fluency at the start of the year (T1) and mathematical problem-solving at the start of the year (T1); and the mathematics teachers’ self-efficacy correlated significantly with their actual mathematics teaching behavior, on the one hand, and their mathematical knowledge for teaching, on the other hand.
Children’s math self-concept, math self-efficacy, and math anxiety as predictors of mathematical development
The first part of our research question concerns the extent to which the children’s mathematical development during fourth grade was predicted by their math self-concept, math self-efficacy, and math anxiety when measured at the start of the school year. To answer this question, multi-level analyses were computed separately for the children’s Arithmetic Fluency (AF) and mathematical Problem-Solving abilities (PS).
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