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This PowerPoint presentation is created as part of my Maths presentation.
Created by Naserah Khan
3 Valid Points Made by the researchers
1st Valid Point •Clinical interviews are a powerful technique for elucidating students’problems as they are required to verbalize the cognitive processes
taking place while solving problems.
3 Valid Points Made by the researchers
2nd Valid Point
•Ineffective responses by the children can be used to
determine common misunderstandings,
allowing development ofeffective strategies for
re-teaching.
3 Valid Points Made by the researchers
3rd Valid Point
•Children who are consideredto be “good mathematicians”within a classroom setting ,
may have underlying misconceptions/weaknessesthat may only be uncovered
using a clinical interview protocol.
• Although the study was set out to “unmask good mathematicians”, we had a few concerns with the way the study was conducted.
• Therefore, we don’t think the results from this study is conclusive enough.
“Clinical Interview must become a part of the teacher’s repertoire”
DISAGREE
•Time Constraints: clinical interview, no matter how useful they are, are necessarily time
consuming and therefore difficult for teachers to apply in the classroom.
• How can teachers then successfully apply these techniques given their hectic
schedule in class?
“Clinical Interviewing must Become a part of the teacher’s repertoire.”
DISAGREE
•Highly level knowledge and skills are required to successfully interpret and
apply interview results (i.e. to categorize and develop re-teaching skills)
“Clinical Interview must become a part of the teacher’s repertoire”
•It may be a good tool for teachers to acquire clinical interview skills but
REALISTICALLY not applicable.•A study on using 1:1 clinical interview would be more relevant and of interest to a tutor, educational therapist
or integration aide. •For a classroom teacher with 25 children, it would be
more relevant if the study was based on group clinical interview and teaching teachers
how to conduct it in a group set-up.
DISAGREE
Some other concerns we had
Variables used in the studies
•52 students used in the study were taken from a particular school.•Taken from the same set-up/school
•Variables used were NOT based on random sampling, from various part of the state or country to provide a more
accurate analysis.•Study is actually a Biased study.
Some other concerns we had
Question time.
WHAT DO YOU THINK IS THE ATTRIBUTE OF A GOOD MATHS STUDENT?
Some other concerns we had
Selection Procedure
•No pre-test was used in selecting children who are “good” at mathematics.•Based on a subjective method
•Based on teacher’s opinion as who they thought was good•But, each person’s perception of what constitutes a good student
is different.•Therefore, selection of students was not standardized and
results of study, inaccurate
Some other concerns we had
Clinical Interview
•The clinical interviews were conducted in a 1:1 setup.•In the clinical interviews, the clinicians were able to direct
and redirect the child’s thinking in order to derive the requiredanswer.
•The question we raise is:- would the clinicians be able to conduct this in a class of 25 children, unmask the “good mathematicians”
successfully, conduct the interview successfully or
would they also be in the same position as the teachers????
Some other concerns we had
Maths Anxiety
•Why were the 12 students successful at the clinical interview? Was it because of the clinical interview or was it because they were relaxed?
•Why didn’t they do well in the test? Was it because they didn’t know how to do it or was it because they might have suffered from maths anxiety and
Stress of sitting for a test.•Note:
environment in which the test and clinical interview were completely different .Children did far better when they were relaxed and in a 1:1 environment.
Some other concerns we had
Last one- that’s a promise!
Different Learning Styles
•Were the children successful because of the clinical interview or was it because of their different learning styles?
•The children could have been auditory learners because they needed to verbalize the question out aloud in order to process the
Information before answering the questions.•Is it because then that these children did badly in a test set-up
because reading out aloud was not permitted under those conditions.•Why wasn’t individual learning styles catered for in this case study
given the fact that people learn differently ?
• This slide is created as part of a Maths
Presentation.
Naserah Khan
