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Supporting Mathematics Teachers’ Diagnostic Competence Through the Use of One-to-One, Task-Based Assessment Interviews

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Diagnostic Competence of Mathematics Teachers

Part of the book series: Mathematics Teacher Education ((MTEN,volume 11))

Abstract

In this chapter, the important role that one-to-one, task-based assessment interviews can play in developing inservice and preservice mathematics teachers’ diagnostic competence is presented. We argue that the use of such interviews builds competence through enhancing teachers’ knowledge of individual and group understanding of mathematics, including misconceptions and preferred strategies, while providing an understanding of the typical learning paths in various mathematical domains. The use of such interviews also provides a model for teachers’ interactions and discussions with children in classrooms, building both pedagogical content knowledge and subject matter knowledge.

This chapter draws substantially on a previous paper by the authors (Clarke, Clarke, & Roche, 2011. Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: the power of task-based, one-to-one interviews. ZDM Mathematics Education, 43(6), 901–913.)

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Authors and Affiliations

  1. Australian Catholic University, Melbourne, Australia

    Doug M. Clarke & Anne Roche

  2. Monash University, Melbourne, Australia

    Barbara Clarke

Authors
  1. Doug M. Clarke
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  2. Anne Roche
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  3. Barbara Clarke
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Correspondence to Doug M. Clarke .

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Editors and Affiliations

  1. University of Education Freiburg, Freiburg, Germany

    Timo Leuders

  2. School of Education, University of Applied Sciences and Arts of Northwestern Switzerland, Basel, Switzerland

    Kathleen Philipp

  3. University of Education Freiburg, Freiburg, Germany

    Juliane Leuders

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Clarke, D.M., Roche, A., Clarke, B. (2018). Supporting Mathematics Teachers’ Diagnostic Competence Through the Use of One-to-One, Task-Based Assessment Interviews. In: Leuders, T., Philipp, K., Leuders, J. (eds) Diagnostic Competence of Mathematics Teachers. Mathematics Teacher Education, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-66327-2_9

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  • DOI: https://doi.org/10.1007/978-3-319-66327-2_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-66325-8

  • Online ISBN: 978-3-319-66327-2

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