Dynamic Mathematics Interviews in Primary Education: The Relationship between Teacher Professional Development and Mathematics Teaching

Autor/inn/en	Kaskens, Jarise; Segers, Eliane; Goei, Sui Lin; van Luit, Johannes E. H.; Verhoeven, Ludo
Titel	Dynamic Mathematics Interviews in Primary Education: The Relationship between Teacher Professional Development and Mathematics Teaching
Quelle	In: Mathematics Teacher Education and Development, 25 (2023) 1, S.61-80 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Elementary School Teachers; Grade 4; Mathematics Instruction; Faculty Development; Student Evaluation; Evaluation Methods; Interviews; Foreign Countries; Teacher Behavior; Elementary School Mathematics; Netherlands; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Schulnote; Studentische Bewertung; Interviewing; Interviewtechnik; Ausland; Teacher behaviour; Lehrerverhalten; Elementare Mathematik; Schulmathematik; Niederlande
Abstract	In this quasi-experimental study involving 23 fourth grade teachers, we investigated the effect of implementing teacher-child dynamic mathematics interviews to improve mathematics teaching behavior in the classroom. After a baseline period of 13 months, the teachers participated in a professional development program to support the use of dynamic mathematics interviews followed by a period of practice in mathematics interviewing to identify children's mathematics learning needs. To determine the effects of the teacher professional development program, pretest and posttest videos of mathematics interviews were compared. To analyse the effects of the intervention, mathematics teaching behavior, mathematics teaching self-efficacy and perceived mathematical knowledge for teaching were measured. Results showed not only the effect of the program on the quality of the dynamic mathematics interviews, but also the effects of the intervention on mathematics teaching behavior, mathematics teaching self-efficacy and mathematical knowledge for teaching. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: https://mted.merga.net.au/index.php/mted/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01