Page 79 - Children’s mathematical development and learning needs in perspective of teachers’ use of dynamic math interviews

Role of executive functioning in mathematical development
Child factors
Executive functioning
Math self-concept Math self-efficacy Math anxiety
Arithmetic fluency end grade 4
Mathematical problem- solving end grade 4
Dynamic math interviews
Arithmetic fluency start grade 4
Teacher factors
Mathematics teaching behavior
Mathematical knowledge for
Figure 1.O verview of teaching
Mathematics teaching self- efficacy
Introduction
Mathematical problem- solving start grade 4
Analytical thinking and mathematical reasoning abilities contribute to the development of problem-solving skills (Gravemeijer et al., 2017). Both arithmetic fluency (Fuchs et al., 2006, 2016; Geary, 2004; Swanson & Beebe-Frankenberger, 2004) and executive functioning (Lee et al., 2009; Viterbori et al., 2017) have been shown to be predictive for mathematical problem-solving. In some studies, mathematical problem-solving has been understood as solving non-routine mathematical problems that challenge children to come up with their own solution strategy or strategies (Doorman et al., 2007; Polya, 1957). Mathematical problem-solving has mostly been assessed using single- step or multi-step word problems “that are better simulations of the modeling problems people encounter in their personal or professional lives” (Verschaffel et al., 2020, p. 2). The scope of the present research is mathematical problem-solving defined as solving problems with mathematical notation, text, and/or pictures, which have been commonly seen in mathematics education.
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