B.O.Y. Math Interviews/Diagnostic Assessments
As educators, we strive to unlock the full potential of our students and support their growth across various academic domains. When it comes to mathematics, understanding where students stand in terms of their early numeracy and math skills is crucial for effective instruction. While formal assessments have their place, there's a powerful and insightful method that often goes underutilized – conducting interviews or conferences with students. By engaging in meaningful conversations and activities centered around numeracy and math concepts, we can gain valuable insights into their mathematical thinking, problem-solving abilities, and overall mathematical proficiency.
In this blog post, we will explore the benefits of using interviews or conferences as a means of assessing students' understanding of number concepts, numeracy, and math, and look at practical strategies to implement this approach in your classroom. Let's unlock the door to uncovering the mathematical minds of our students and fostering their mathematical growth.
First off, why interviews?
Interviews provide us a unique opportunity to go beyond mere test scores and explore the depths of students' mathematical thinking processes. By engaging in one-on-one or small group conversations, we can uncover their underlying reasoning, strategies, and misconceptions, allowing us to tailor our instruction to their specific needs. Interviews provide a more holistic view of students' mathematical abilities, allowing us to witness firsthand how they approach problems, communicate their ideas, and apply their knowledge in real-world contexts. Moreover, interviews create a safe and supportive environment where students can express themselves freely, leading to a more authentic and comprehensive assessment of their mathematical understanding. By embracing interviews as a valuable assessment tool, we can gain rich insights into our students' mathematical journeys and nurture their growth as confident and proficient mathematicians. Besides, haven’t we all had an experience where a diagnostic test score doesn’t match what you see in front of you or from a student’s work? Precisely…
Well, what should I be looking for?
The primary goal is to gain a deeper understanding of students' number concepts, numeracy skills, and overall mathematical thinking. As you engage in conversations with your students, pay close attention to their problem-solving strategies, mathematical reasoning, and ability to apply mathematical concepts in various contexts. Look for evidence of their understanding of number relationships, operations, patterns, and spatial awareness. Observe how they explain their thinking and articulate their ideas, as well as their ability to justify their solutions and engage in productive mathematical discourse. Additionally, keep an eye out for any misconceptions or gaps in their understanding that may require targeted intervention. This information can inform your differentiation activities, small groupings, and instruction for specific groups of students. It will also help your teaching in general, as you will be seeing how children developmentally approach mathematical concepts and how you can utilize that natural thinking to help them access more concepts.
So, what are some early numeracy/skills I can assess?
Counting Skills:
Can you count from 1 to 10 (or higher)?
Can you count objects accurately by pointing to each one?
Can you count objects in a set and tell me how many there are?
One-to-One Correspondence:
Can you match each object to a number when counting a set of objects?
Can you touch or move objects one at a time as you count them?
Comparing and Ordering Numbers:
Which number is larger: 5 or 8?
Can you arrange these numbers in order from smallest to largest: 3, 6, 1, 4?
Basic Addition and Subtraction:
If I have 2 apples and I give you 1 more, how many will you have?
If I have 7 cookies and I eat 3 of them, how many will be left?
Patterns and Sequences:
Can you continue this pattern: square, circle, square, circle, __?
What comes next in this number sequence: 2, 4, 6, 8, __?
Spatial Awareness:
Can you identify shapes like circles, squares, triangles, and rectangles?
Can you describe the position of objects using words like "above," "below," "next to," or "in front of"?
Measurement:
Can you compare the length or size of two objects and tell which one is longer, shorter, taller, or smaller?
Can you identify basic units of measurement like inches, centimeters, or pounds?
Problem-Solving:
If you have 5 toys and I take away 2 of them, how many toys will you have left?
How would you share 8 cookies equally among 2 friends?
Mathematical Vocabulary:
Can you name shapes like squares, circles, triangles, and rectangles?
Do you know what "addition," "subtraction," "more," or "less" mean?
While it may seem convenient to have students complete tasks independently without engaging in conversations or listening to their thought processes, it is essential to recognize the value of actively listening and observing during the assessment process. Early numeracy skills encompass not only the correct answers or final outcomes but also the underlying processes, strategies, and reasoning that students employ. By solely focusing on the tasks and disregarding student input, valuable information about their thinking and understanding may be missed. Engaging in conversations and actively listening allows you to uncover students' misconceptions, identify their strengths and weaknesses, and tailor your instruction accordingly.
A perfect example of this is place value. Many teachers will assume students have a good understanding of place value because they can fill out a worksheet marking the correct places (ones, tens, hundreds) for certain digits. But when you sit to actually listen to them think about a large number, they may not actually be understanding how the values work together to make that quantity. A student might be able to say 26 has 2 tens and 6 ones, but if I ask them to build it and then ask for the “2” part, would they hand me 2 tens? Would they even stop to think about it? This is the type of thinking (or lack of) that we are looking for.
Additionally, through interviews or conferences, you can foster a supportive and collaborative learning environment, where students feel encouraged to share their ideas and take ownership of their learning. By actively listening to students, you gain a more comprehensive picture of their abilities, enabling you to provide targeted support and facilitate their growth in early numeracy skills.
Using interviews or conferences to assess early numeracy skills offers a valuable alternative to traditional assessment methods. By engaging in conversations with students and actively listening to their thoughts and reasoning, we can gain deeper insights into their understanding, misconceptions, and individual learning needs. By valuing student voices and involving them in the assessment process, we empower them to take ownership of their learning and foster a deeper understanding of numeracy concepts. Embracing this approach not only enhances our understanding of students' abilities but also paves the way for meaningful growth and progress in their mathematical journey.
Let us embrace the power of interviews and conferences as valuable tools to unlock the potential of every student in their early numeracy development.
I encourage you to build out some interview questions of your own, but if you need some inspiration, I have a numeracy assessment ready to go for the beginning of the year! Check it out by clicking below.
