I interviewed two children in my Kindergarten/First grade combination class.  I decided to choose one student for each grade so that I could get a feel for the different levels that they are on.  Amber is in Kindergarten.  I have been observing her for a few days for a variety of reasons.  My first few hours with the class, she was unlike the rest of the little girls.  She was not very open to me, unlike the others who literarily hang on my sleeves.  She completes her work more quickly than the other kids on her level.  She rarely has any mistakes in all subjects.  She has warmed up to me, and I really enjoy her company.  I have not worked with Dillian until this project.  Ms. Johnson suggested that I interview him, because he is very strong in math.  He was not very interested in my interview; he wanted to play with his friends.  Dillian was very cooperative though.
     It was very hard to ask these questions to both children because neither of them understood what I asked.  I will begin with Amber’s responses:
1. Math is “stuff you count your fingers with.”
2. Do you like math? Why?  Yes, because it’s fun to do.
3. What experiences have you had in math during your school years?  Take-away math, plus
4. How is math important in our lives?  At school
5. Do you use math outside of school?  Give examples.  Just at school, but not at home.
6. What is your favorite part of math?  Take-away
7. What is your least favorite part of math? None, I like it all
8. What do you find to be the easiest/hardest part of math?  It’s all easy
9. If you are having a problem in school with math, what do you do?  Raise your hand and ask the teacher
10. What words or pictures come to your mind when you think of math?  Black, pink, orange, and purple.  (I was confused, so I asked her what she meant.  The worksheets that they do require them to color the answers.)
11. Draw a picture of a mathematician?  Where did you get your ideas about what to draw?  The picture is attached.  She has herself, because she does math, a hand because she counts with her fingers, and a sun just to show me that she knows how to draw one!

The next list is Dillians answers:

12. Math is when we get our math books out, everyday we have something different.
13. Do you like math? No, because it takes me too long.
14. What experiences have you had in math during your school years?  Take-away math, math in the book
15. How is math important in our lives?  I use math for measuring stuff
16. Do you use math outside of school?  Give examples.  I measure my brother’s birdcage, and my hamster cage.
17. What is your favorite part of math?  Take-away, but only some
18. What is your least favorite part of math? I don’t like plus because in first grade the problems are too hard.
19. What do you find to be the easiest/hardest part of math?  Same as above
20. If you are having a problem in school with math, what do you do?  Ask the teacher
21. What words or pictures come to your mind when you think of math?  MATH, (he took my pen and wrote out the letters, that was the only “math word” he knew, he was very proud that he could spell it!)
22. Draw a picture of a mathematician?  Where did you get your ideas about what to draw?  The picture is attached.  Dillian drew a dinosaur.  I was very confused.  I explained that a mathematician was like a scientist, only they were most interested in math problems.  Once I asked about the dinosaur, he explained that if he were a mathematician or scientist he would want to study dinosaurs!!!  Obviously I need to work on the way I phrase my questions.

    During my group discussion, I learned that many of the children from the other schools are on different levels.  Mary’s students had very similar answers however they mentioned using money a lot.  Sarah’s students were not familiar with addition and subtraction.  They both talked about sorting and using junk boxes.  The junk boxes are filled with odds and ends.  The students are to sort the materials into many categories.  They seem to enjoy this activity very much.
     I feel that Dillian and Amber were very consistent in their interviews.  They both agreed that for the most part they like math.  Both students excel in this area.  Dillian said that he did not like addition, however he does extremely well doing it.  Dillian also said that he didn’t like math because it takes him too long, but he is usually one of the first students finished.  I personally believe that he was talking about the amount of worksheets that he is expected to complete each day.

     During my assessment I learned a variety of different things from the students.  Amber and Dillian both gave me very funny answers, which I believe, was partly my fault.  I learned I need to explain myself more clearly.  I assumed that the two children would understand the general idea of what I asked.  I don’t believe that I used proper vocabulary for this young level.  Obviously my description of a mathematician was horrible for Dillian.  For some reason I had a stereotype that boys could understand science questions more clearly than girls.  I should not have mixed scientist with mathematician for it only confused him.  I also found this particular list of questions inappropriate for Kindergarten and First graders.
    I was very surprised that Sarah’s students from Bethel were not familiar with addition and subtraction.  She said that she didn’t think that they have even started with those concepts.  I really was interested in the sorting of junk boxes that they worked with.  The boxes are full of materials of all different sorts.  The students work in centers and find the similarities and differences in the objects.  I think that this class works with a lot of hands on activities.  I am very impressed with this tactic.  I really want my classroom to full of hands on activities.
 I am very concerned with teaching math when the time comes.  I think this will be one of the subjects I ask Ms. Johnson to help me with.  I have a hard time explaining what I know in this area.  Because of the discrepancies in Sarah and my class, I am unsure of what method is better: hands on or worksheets.  I think that the combination would be most beneficial to the class.  I am concerned that my class will soon be board with math.  I think that they would be more interested if they were given other options to work with.  I have started to read through the books you gave me to create stations.  I hope that my cooperating teachers will be interested in using new methods.  I am very afraid that they are very accustomed and comfortable with their way of teaching.  Hopefully we will be able to work together to create a successful compromise.