Dynamic Maths Interviews to Identify Educational Needs of Students Showing Low Math Achievement

Autor/inn/en	Kaskens, J.; Goei, S. L.; Van Luit, J. E. H.; Verhoeven, L.; Segers, E.
Titel	Dynamic Maths Interviews to Identify Educational Needs of Students Showing Low Math Achievement
Quelle	In: European Journal of Special Needs Education, 37 (2022) 3, S.432-446 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.1889848
Schlagwörter	Foreign Countries; Elementary School Teachers; Mathematics Instruction; Mathematics Achievement; Low Achievement; Student Needs; Teacher Behavior; Educational Needs; Interviews; Mathematics Activities; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Teacher behaviour; Lehrerverhalten; Educational need; Bildungsbedarf; Interviewing; Interviewtechnik; Niederlande
Abstract	We investigated the adequacy of the conduct and possible benefits of the use of dynamic maths interviews by 19 fourth grade teachers with students showing low maths achievement to facilitate the identification of maths needs. This study shows the potential of an analytical framework to evaluate the adequacy and benefits of dynamic maths interviews in a more valid way by viewing relevant aspects in conjunction. The intervention consisted of a dynamic maths interview teacher professional development programme and a practice period. During this practice period the teachers conducted an interview with each individual student involved in this study. Qualitative analyses of the transcripts of the video-recorded interviews showed the conduct of the individual dynamic maths interviews to be adequate and to facilitate the identification and understanding of the educational needs of students with low maths achievement. Using dynamic maths interviews, teachers provided feedback and support that were clearly attuned to the specific maths needs of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01