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# Analysis of Student Interview

First off, I think that it is important that I give a little background on the student that I chose to interview. The student is a second grader and is new to the school district and state after just moving from California. He had only been in the class for four weeks, but has had a series of absences since then. It was really only his 8th day in the class due to his absences. My lead teacher had not gotten an opportunity to spend any one on one time with the student and didnt really know where he stood in regards to the standard because between being absent and not doing assignments she really only had three assignments to gauge his knowledge. So, when I told my lead teacher about my assignment she thought that I should chose him because she could use the results to get an idea on where he stands!

The standard that my interview was on is: Math. CCSS.2.OA. 1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. So, with the that little introduction done we started out the interview with the student filling out the diagnostic interview. This took some convincing! After my explanation that this wasnt for a grade and just to make me a better teacher in the future he wasnt very willing to participate. After some convincing that I would really appreciate it if he filled it out because I especially picked him to get to know him better he was willing to participate. Due to the fact that he wasnt very excited to fill out my long math disposition interview we decided that we could just do it as a quick interview to help speed up time. I felt that

if I would have left him to fill it out on his own that it would have taken the full twenty minutes because he has a very hard time staying on task. In retrospect, it might have been better if I would have made my disposition in a circle format where the students could just circle their answers instead of having to write out responses, especially at this grade level. Anyways, I discovered through the disposition interview that math was not his favorite subject because he often found it confusing, that its too hard, and that its too much work. Although he did like math that dealt with money! The reason he liked this kind of math so much is because he felt that counting money was one of the only ways he was going to use math in the future. (I wanted to give him a lecture but for the sake of time and purpose of the disposition I didnt). He also mentioned that he felt math was just doing a lot of work and that others usually helped him finish his assignments. I already mentioned that I wanted to give him a lecture on the importance of math, so a major suggestion that I would have for this student is to make math relevant. I think a major reason that he feels that math is a lot of work is because he is so used to filling out worksheets, which I usually work with him on and this format is a real struggle for him. He dreads doing math when it is just filling out assignments but if I change problems around to make them more relevant he is willing to work on them. For example the problem we worked on today was 56+75 =?, well seeing this in his workbook immediately turned him off but when I phrased it as lets imagine you have 56 Legos and Jonathan gives you 75 more, then how many Legos will you have? By making the connection to Legos which he had in his pocket all day and his best friend he was instantly interested in math. I think he just needs that relevancy to make him engaged. For the student math just didnt seem relevant and it amazed me that he couldnt really think of how he would math in the future other than counting money. If I asked if he would use it in the future for one of his jobs he couldnt think of any examples of how he might use it. So, I would just try to stress the importance of mathematics more for this student so that he can see why he would use it, I think that this would make him more willing to do it. So, in short, my suggestion is to make the math more relevant and show the importance of math to the student.