Building teachers' expertise in understanding, assessing and developing children's mathematical thinking : The power of task-based, one-to-one assessment interviews

Journal article

Clarke, Doug, Clarke, Barbara and Roche, Anne. (2011). Building teachers' expertise in understanding, assessing and developing children's mathematical thinking : The power of task-based, one-to-one assessment interviews. ZDM Mathematics Education. 43(6-7), pp. 901-913. https://doi.org/10.1007/s11858-011-0345-2
AuthorsClarke, Doug, Clarke, Barbara and Roche, Anne
Abstract

In this paper, we outline the benefits to teachers’ expertise of the use of research-based, one-to-one assessment interviews in mathematics. Drawing upon our research and professional development work with teachers and students in primary and middle years in Australia and the research of others, we argue that the use of the interviews builds teacher expertise through enhancing teachers’ knowledge of individual and group understanding of mathematics, and also provides an understanding of typical learning paths in various mathematical domains. The use of such interviews also provides a model for teachers’ interactions and discussions with children, building both their pedagogical content knowledge and their subject matter knowledge.

Keywordsteacher expertise; assessment interview; student thinking; teacher knowledge
Year2011
JournalZDM Mathematics Education
Journal citation43 (6-7), pp. 901-913
PublisherSpringer
ISSN1863-9690
Digital Object Identifier (DOI)https://doi.org/10.1007/s11858-011-0345-2
Scopus EID2-s2.0-84867479340
Page range901-913
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online28 Jun 2011
Publication process dates
Accepted11 Jun 2011
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