How does your student spend time when not at school?

In summary: 1) get to know the student, 2) do a short interview using mathematics problems
provided, where you explore their thinking 3) write up an analysis.
Starts with listening to children. Going to learn what you can about a student, neighbor, or other
young person’s mathematical thinking.
1. Select a student who seems different from you in one or more ways – (ie race, socioeconomic
status, gender, first or multi-generation, first language different than yours, etc) AND who seems
to not be a “top student” in mathematics.
2. Have some conversation with the focal student and take notes on:
a. ) find out how your focal student feels about mathematics, about herself/himself as a math
b. ) What interests your student, in and out of school?
c. ) How does your student spend time when not at school?
d.) What is important to this student?
3. If possible, have some conversation with a parent or guardian about their child. What have
they noticed about what their child is interested in, in and out of school? What have they noticed
about their child’s like or dislike of mathematics? What role or roles does the child play in the
family (for example, helps out with siblings, takes care of the pets, etc…)
4. Find one 15 min to 20 min window to conduct an Interview with the student. For the protocol
and supplies to use. Everyone will use the same basic protocol, and adapt to your students’ grade
level. Follow the procedure on the protocol and use recommendations from the Ginsberg
Reading. Questions you might ask:
a.) About the strategy: ex. Can you tell me how you figured that out?
b.) About the choice of representation: ex. How come you drew circles/rectangles/this picture?
c.) About use of notation: ex. How did you know to label this part 1/8 ? (or whatever fractions