This article discusses the use of mathematical interviews to assess Latino students. The article explains how using interviews illustrates the correlation between language and math. English Language Learners must describe their understanding of math in one-on-one interviews. In this article the teacher is using these one-on-one interviews to assess the students' understanding of measurement. 15 working-class Latino fourth through sixth grade students were interviewed. Each student was asked to solve three NAEP tasks on measurement.
One example given was dealing with language issues that ELL students face with interpreting or solving problems. The student interpreted the question "if both the square and triangle above have the same perimeter, what is the length of each side of the square?" The student interpreted the word if differently because of the different interpretations of the work if between the student and instructor. The instructor asked many probing questions of the student so that they can understand what the student believes the question is saying, and they can also understand how to assist the student with interpreting and answering the question and others they may be faced with in the future. The instructor learned that omitting words that cause confusion to the ELL students will help them succeed in the math classroom. Language has a significant role in the performance of students. Using interviews allow the teacher to ask appropriate questions so the student can form a better understanding and strengthen their language skills. Teachers were able to use gestures the students made to interpret the explanation the student was giving.
The article then addressed how students struggle with applying math knowledge to problems because the questions are lacking context. Interviews allow for the teacher to realize this problem, and address it by providing a context that is meaningful to the student.
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