Scribd
Upload
134 views2 pages

Gervasoni

This article discusses how teachers can identify students who struggle with arithmetic and provide targeted support. It recommends clinical assessment interviews to observe students' problem-solving strategies, determine misconceptions, and measure their understanding against growth points in different math domains like counting, place value, and multiplication. The interviews help teachers tailor instruction to individual students' strengths and weaknesses in specific areas, rather than assuming difficulties are prerequisite to learning other domains.

Uploaded by

api-393907178
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
134 views2 pages

Gervasoni

This article discusses how teachers can identify students who struggle with arithmetic and provide targeted support. It recommends clinical assessment interviews to observe students' problem-solving strategies, determine misconceptions, and measure their understanding against growth points in different math domains like counting, place value, and multiplication. The interviews help teachers tailor instruction to individual students' strengths and weaknesses in specific areas, rather than assuming difficulties are prerequisite to learning other domains.

Uploaded by

api-393907178
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Jane Sparrow 20144178

Assessing and teaching children who have difficulty learning arithmetic

Ann Gervasoni & Peter Sullivan

Summary

This article written by Ann Gervasoni & Peter Sullivan discusses the importance for

school communities to identify children are vulnerable in arithmetic learning. The

article suggests that as teachers we have failed to recognise how complex arithmetic

difficulties are, and whilst essential, it is almost impossible to create intervention

programs that work for all children.

Gervasoni and Sullivan suggest that whilst there is no single formula to assist children

who are vulnerable in number learning, it is essential that experiences in any four

domains [Counting, Place value, Addition and Subtraction, and Multiplication and

Division] are not delayed until children have reached a certain level in another

domain. That is, children have diverse mathematical knowledge, and that knowledge

in any one domain is not necessarily prerequisite for knowledge construction in

another domain.

The article also delves into the clinical assessment interview, which is based on the

growth points [“key stages in the learning of various domains of mathematics” p. 41].

These interviews allow teachers to observe children’s ability to solve problems and

discuss their strategies used, whilst also determining any misconceptions and

“children’s mathematic understanding through thoughtful questions”(p.42).

Children’s scores are then measured to determine whether they are on the basis of on

the way growth points, children who have constructed mathematical knowledge in a
Jane Sparrow 20144178

particular curriculum domain or grade level and are likely to continue to learn

successfully, or “not yet reaching” the on the way growth point. Children who are not

yet reaching the growth point are identified possibly vulnerable in that domain and

would most likely benefit from extra support in that area.

Reflection

I agree with the importance of identifying students who are at risk of not being able to

take advantage of everyday classroom experiences, especially those regarding

arithmetic. From what I have seen so far, difficulty in mathematic knowledge is

definitely not straightforward, however once recognised in a child, the way in which

we can assist and support these children becomes much clearer. I have found that

through these interviews (which I have completed on a previous practicum), I have

been able to create informed instructional support for each student, which in turn has

assisted them greatly in increasing their mathematical knowledge or correcting

misconceptions. These results have given me a better insight than that of those from a

traditional pencil/paper test.

I found the interviews also highlighted student’s strengths and weaknesses. For

example, as suggested by the article’s research, whilst one student may be vulnerable

in counting, the student may not necessarily need support in any other domain.

Concluding that the capacity of students’ knowledge in particular domains may be a

result of prior experiences of any knowledge and skills for that domain.

Reference:

 
Gervasoni, A., & Sullivan, P. (2007). Assessing and teaching children who have
difficulty learning arithmetic. Educational & Child Psychology, 24(2), 40-53.
 

You might also like