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In this part of this survey, you will watch an interview with a child.
The following problem is posed to the child:
7.1 Please write your reaction to the videoclip. Did anything stand out for you?
7.2 Identify the strengths of the teaching in this episode. -->>>Click here if you would like to see the video again.
7.3 Identify the weaknesses of the teaching in this episode.>>>Click here if you would like to see the video again.
7.4. Do you think that the child could have solved the problem with less help? >>>Click here if you would like to see the video again.
Please select a choice No Probably not Probably Yes
7.5 Please explain your choice.
8.1 Place the following four problems in rank order of difficulty for children to understand, and explain your ordering (you may rank two or more items as being of equal difficulty). NOTE. Easiest = 1.
a) Understand
Select Rank 1 2 3 4
Please explain your rank:
b) Understand
c) Which fraction is larger, , or are they same size?
d) Your friend Jake attends a birthday party at which five guests equally share a very large chocolate bar for dessert. You attend a different birthday party at which eight guests equally share a chocolate bar exactly the same size as the chocolate bar shared at the party Jake attended. Did Jake get more candy bar, did you get more candy bar, or did you and Jake each get the same amount of candy bar?
Which of these two items did you rank as easier for children to understand?
c is easier than d. d is easier than c. Items c and d are equally difficult.
d is easier than c.
Items c and d are equally difficult.
Please explain your answer.
8.3. In a previous question, you were asked to rank the difficulty of understanding By understand, were you thinking of the ability to get the right answer?
Yes No
No
8.4 On the last question you indicated that you were thinking about understanding as "getting the right answer." Were you also thinking of anything else? Please explain.
9.1 Please write your reaction to this videoclip. Did anything stand out for you?
9.2 What do you think the child understands about division of fractions?
9.3 Would you expect this child to be able to solve a similar problem on her own 3 days after this session took place?
Explain your answer.
9.4 Comment on what happened in this video clip. (NOTE. This interview was conducted 3 days after the previous lesson on division of fractions.)
9.5 How typical is this child? If 100 children had this experience, how many of them would be able to solve a similar problem 3 days later? Explain.
children out of 100 could solve a similar problem later.
9.6 Provide suggestions about what the teacher might do so that more children would be able to solve a similar problem in the future.
10) When you were a child, how did you feel about mathematics?
Very comfortable
Somewhat comfortable
Neither comfortable nor anxious
Somewhat anxious
Very anxious
11) When you were a child, how well did you like mathematics?
I loved it
I liked it
I felt neutral
I disliked it
I hated it
12) When you were a child, how successful were you in your mathematics classes?
Usually successful
More successful than not
Successful about half the time
More unsuccessful than not
Usually unsuccessful
13) Which statement best describes your elementary-school experiences with word problems?
They were very difficult.
They were somewhat difficult.
They were neither easy nor difficult.
They were somewhat easy.
They were very easy.
14) Is there something else about your experiences learning mathematics in elementary school that you would like to share?
15) Choose the description that best fits the majority of your mathematics experiences in elementary school.
a) The teacher explained a way to solve problems. The children independently practiced solving several problems. Hands-on materials were never used. b) The teacher sometimes explained things. Sometimes the children figured out their own ways to solve problems. The children occasionally used hands-on materials. Children occasionally worked in groups. c) The teacher gave the children problems that they figured out on their own. The children often used hands-on materials and talked to each other about mathematics.
b) The teacher sometimes explained things. Sometimes the children figured out their own ways to solve problems. The children occasionally used hands-on materials. Children occasionally worked in groups.
c) The teacher gave the children problems that they figured out on their own. The children often used hands-on materials and talked to each other about mathematics.
16) Describe the characteristics of someone who is good at doing mathematics.
Click on Submit below. Thank You.
The original survey created by IMAP was modified by Tom Giambrone to create this survey. The original survey can be found at: http://www.sci.sdsu.edu/CRMSE/IMAP/main.html