An Exploration of Prospective Teachers’ Learning of Clinical Interview Techniques
Keywords:
clinical interviews, mathematics teacher education, undergraduate research, teacher reflection, qualitative researchAbstract
The present study followed four prospective teachers through the process of learning to interview during an undergraduate research project experience. Participants conducted and video recorded a series of interviews with children. They also carried out guided analyses of the videos and written artefacts from the interviews to formulate conjectures about how to improve their questioning techniques. Communicating the purpose of the interview to children and formulating probes spontaneously were particularly difficult for participants. However, the experience helped participants realize when they were providing too much guidance and also when they missed opportunities to have children further explain their thinking.
References
Alexander, R. (2003). Oracy, literacy and pedagogy: International perspectives. In E. Bearne, H. Dombay, & Y. Grainger (Eds.), Classroom interactions in literacy (pp. 23-25). London: Open University Press.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389-407. doi: 10.1177/0022487108324554
Bernard, H. R., & Ryan, G. W. (2010). Analysing qualitative data: Systematic approaches. Thousand Oaks, CA: Sage.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Boston, MA: Pearson Education.
Common Core Standards Writing Team. (2011). Progression for the common core state standards for mathematics (draft), K–5, measurement and data. Retrieved from http://commoncoretools.files.wordpress.com/2011/06/ccss_progression_md_k5_2011_06_20.pdf
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath.
Dunphy, E. (2010). Exploring young children’s (mathematical) thinking: Preservice teachers reflect on the use of the one-to-one interview. International Journal of Early Years Education, 18, 331-347. doi: 10.1080/09669760.2010.531610
Ellemor-Collins, D. L., & Wright, R. J. (2008). Student thinking about arithmetic: Videotaped interviews. Teaching Children Mathematics, 15, 106-111.
Fernandes, A. (2012). Mathematics preservice teachers learning about English Language Learners through task-based interviews and noticing. Mathematics Teacher Educator, 1, 10-22.
Ginsburg, H. P. (2009). The challenge of formative assessment in mathematics education: Children’s minds, teachers’ minds. Human Development, 52, 109-128. doi: 10.1159/000202729
Ginsburg, H. P., & Seo, K. H. (1999). The mathematics in children’s thinking. Mathematical Thinking and Learning, 1, 113-129. doi: 10.1207/s15327833mtl0102_2
Goldin, G. A. (2000). A scientific perspective on task-based interviews in mathematics education research. In A. E.
Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 517-546). Mahwah, NJ: Erlbaum.
Heng, M. A., & Sudarshan, A. (2013). “Bigger number means you plus!” – Teachers’ learning to use clinical interviews to understand students’ mathematical thinking. Educational Studies in Mathematics, 83, 471-485. doi: 10.1007/s10649-013-9469-3
Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28, 524-549.
Herbel-Eisenmann, B., & Breyfogle, M. L. (2005). Questioning our patterns of questioning. Mathematics Teaching in the Middle School, 10, 484-489.
Hunting, R. P. (1997). Clinical interview methods in mathematics education research and practice. Journal of Mathematical Behaviour, 16, 145-165. doi:10.1016/S0732-3123(97)90023-7
Hunting, R. P., & Doig, B. A. (1997). Clinical assessment in mathematics: Learning the craft. Focus on Learning Problems in Mathematics, 19(3), 29-47.
Jacobs, V. R., Ambrose, R. C., Clement, L., & Brown, D. (2006). Using teacher-produced videotapes of student interviews as discussion catalysts. Teaching Children Mathematics, 12, 276-281.
Jenkins, O. F. (2010). Developing teachers’ knowledge of students as learners of mathematics through structured interviews. Journal of Mathematics Teacher Education, 13, 141-154. doi: 10.1007/s10857-009-9129-9
Koichu, B., & Harel, G. (2007). Triadic interaction in clinical task-based interviews with mathematics teachers. Educational Studies in Mathematics, 65, 349-365. doi: 10.1007/s10649-006-9054-0
Labinowicz, E. (1985). Learning from children: New beginnings for teaching numerical thinking. Menlo Park, CA: Addison-Wesley.
Learn N. C. & Wheatley, G. (2001). Problem centred math. Retrieved from http://www.learnnc.org/lp/editions/pcmath/cover
Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
McDonough, A., Clarke, B., & Clarke, D. M. (2002). Understanding, assessing and developing children’s mathematical thinking: The power of a one-to-one interview for preservice teachers in providing insights into appropriate pedagogical practices. International Journal of Educational Research, 37, 211-226. doi:10.1016/S0883-0355(02)00061-7
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
Moyer, P. S., & Milewicz, E. (2002). Learning to question: Categories of questioning used by preservice teachers during diagnostic mathematics interviews. Journal of Mathematics Teacher Education, 5, 293-315. doi: 10.1023/A:1021251912775
Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
Piaget, J. (1976). The child’s conception of the world (J. Tomlinson & A. Tomlinson, transl.). Totowa: Littlefield, Adams, & Co.
Ricks, T. E. (2011). Process reflection during Japanese Lesson Study experiences by prospective secondary mathematics teachers. Journal of Mathematics Teacher Education, 14, 251-267. doi: 10.1007/s10857-010-9155-7
Rinaldi, C. (2005). In dialogue with Reggio Emilia: Listening, researching, and learning. London: Routledge-Falmer.
Schoenfeld, A. (2002). Research methods in (mathematics) education. In L.D. English (Ed.), Handbook of international research in mathematics education (pp. 435-487). New Jersey: Lawrence Erlbaum.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Silverman, J., & Thompson, P. W. (2008). Toward a framework for the development of mathematical knowledge for teaching. Journal of Mathematics Teacher Education, 11, 499-511. doi: 10.1007/s10857-008-9089-5
Smith, M. S., & Stein, M. K. (1998). Selecting and creating mathematical tasks: From research to practice. Mathematics Teaching in the Middle School, 3, 344-350.
Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: Free Press.
Weiland, I. S., Hudson, R. A., & Amador, J. M. (2014). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education, 12, 329-352. doi: 10.1007/s10763-013-9402-3
Wiliam, D. (2007). Keeping learning on track. In F.K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1051-1098). Charlotte, NC: NCTM & Information Age Publishing.
Wood, T. (1998). Alternative patterns of communication in mathematics classes: Funnelling or focusing? In H. Steinbring, M.G. Bartolini-Bussi, & A. Sierpinska (Eds.), Language and communication in the mathematics classroom (pp. 167-178). Reston, VA: NCTM.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
