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Item does not contain fulltext, 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.

Radboud University, 12 januari 2022, Promotores : Verhoeven, L.T.W., Luit, J.E.H. van, Segers, P.C.J. Co-promotor : Goei, S.L., Contains fulltext : 242375.pdf (Publisher’s version ) (Open Access)

Contains fulltext : 230848.pdf (Publisher’s version ) (Closed access), 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.

Item does not contain fulltext, This study is conducted to further understand the direct and indirect contributions of executive functioning (visuospatial updating, verbal updating, inhibition, shifting) and arithmetic fluency to mathematical problem-solving in 458 fourth-grade students. Arithmetic fluency along with visuospatial and verbal updating were significant predictors of mathematical problem-solving at the end of grade 4. When the growth in mathematical problem-solving during grade 4 was analyzed, only arithmetic fluency directly and strongly contributed to students’ problem-solving at the end of grade 4. Inhibition and shifting (in combination with inhibition) were indirectly connected to mathematical problem-solving at the end of grade 4 via their arithmetic fluency. Arithmetic fluency plays a critical role and continues to do this in mathematical problem-solving. Furthermore, a decline in importance for visuospatial and verbal updating and increasing importance of inhibition and shifting (combined with inhibition) were found with regard to students' ability to solve mathematical problems during grade 4.

04 maart 2021, Item does not contain fulltext, 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.

Item does not contain fulltext, Lesson Study is a widespread teacher professional development approach. Over the past few years, Lesson Study has become more widely known in the Netherlands. The origin of Lesson Study from another country and culture may create additional challenges for successful implementation of this approach in this small European country with its own educational context. The aim of the case study described in this chapter was not to investigate the effectiveness of the approach, but to examine the factors promoting or impeding its successful implementation in the context of additional needs support in three elementary Dutch schools. Though the suggestions made for careful implementation of this approach may be important for other schools in the Netherlands and in other countries, we must realise that Lesson Study can have greater impact if attention is paid to its preconditions. It is easy to simply initiate the implementation of Lesson Study, but it is not that easy to implement this innovation in a sustainable way.

Item does not contain fulltext, The transfer and adoption of school-wide approaches, like School-Wide Positive Behavior Interventions and Supports (SWPBIS), from one country to another, is an underexamined process. SWPBIS was mainly developed in the US. Although research shows that implementation of SWPBIS contributes to a positive school climate and a decrease in problem behavior, little is known about the generalizability of the effects in other countries. Of special interest is the role of underlying cultural values and concepts as reflected in SWPBIS. This can influence the acceptance of teachers and principals when implementing SWPBIS in another country. SWPBIS procedures need to be adjusted to the educational context where it is implemented. As a consequence, fidelity of implementation can be at stake when adjustments affect not only SWPBIS procedures (e.g., the way expected behavior is taught) but also core features (e.g., teaching of behavior). In this study, we explored cultural adaptation efforts in the Netherlands. We have drawn on perceptions of Dutch SWPBIS experts. In two sessions, 12 and then 10 experts were questioned. Results suggested that core features of SWPBIS seemed to be quite consistent across cultures, but adaptations in procedures were necessary.

Item does not contain fulltext, We examined to what extent children’s development of arithmetic fluency and mathematical problem-solving was influenced by their math self-concept, math self-efficacy, and math anxiety but also teacher competence, specifically: actual teaching behavior, self-efficacy, and mathematical teaching knowledge. Participants were 610 children and 31 teachers of grade four. Multi-level analyses showed children's math self-concept to be a positive predictor of arithmetic fluency and actual teaching behavior to be a negative predictor. The development of mathematical problem-solving was predicted: positively by mathematical teaching knowledge; negatively by actual teaching behavior and teachers' self-efficacy; and not at all by the child factors of math self-concept, math self-efficacy, or math anxiety. Promoting the self-confidence of young children is essential for their mathematical development. More research into the relationship between teaching behaviors and children’s math development is needed.

Onderwijs Research Dagen (ORD 2018): Ondersteboven van onderwijs (Nijmegen, 13-15 juni 2018), Item does not contain fulltext

This study investigates the e ects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a col- laboration tool on students’ mathematics learning in Dutch vocational education. A pretest–posttest design was used. Apprenticeship students were asked to com- plete assignments and to discuss them with their peers and the online teacher. The results showed that DLM can enhance students’ mathematics learning in vocational education. The learning enhancement was mostly due to the use of instructional clips and structuring of the content of the mathematics tasks. Elaborations of these results, implications, limitations and recommendations for further research are provided.