An exploration of the implementation of a mathematics dynamic assessment with pupils experiencing mathematics difficulties in the Irish education system using Yin's case study methodology

Abstract

Aims: The current research project aims to explore the implementation of a dynamic assessment of curriculum-based mathematics tasks in the Irish primary school context and address the question of how this process can support a student with maths difficulties. The study embraces a broad conceptualisation of dynamic assessment considering how this process may reveal psychological constructs in the zone of proximal development (Vygotsky & Cole, 1978), and how this process may improve propensity to learn by targeting deficient cognitive learning functions in accordance with the theory of structural cognitive modifiability (Feuerstein et al., 1991). Methods: A multiple case study design (a pilot and 2 cases) using Yin’s (2009) methodology was employed. Each case comprised of a triad of a child exhibiting maths difficulties, the class teacher and the special education teacher. Case propositions that structured the design and analysis are based on Vygotsky’s zone of proximal development and Feuerstein’s theory of structural cognitive modifiability. Analysis: Qualitative data was obtained in the form of initial assessment and error pattern analysis, transcribed video recordings of dynamic assessment sessions, and semistructured interviews with the pupil and teachers. Thematic analysis was used to identify relevant domain general and specific learning functions. Pattern matching analysis was used to identify patterns within the data consistent with those predicted by the theories of the ZoPD and SCM. Results and Implications: Results suggest that the implementation of a mathematics dynamic assessment procedure can identify domain general and specific constructs that are in development. Moreover, patterns of empirical data align with the theory of SCM and suggest that by targeting deficient learning functions through the implementation of mediated learning experiences, mathematics attainment can be improved. These findings have implications for schools consistent with national guidelines for assessment (NCCA, 2008). The implications of these findings for EPs are dependent on the extent to which this process meets a need for schools and the number of sessions required to produce significant and lasting improvements.