Hello, I am writing an essay on numeracy teaching, and am focussing on the way some children show a difference in their strength in different types of learning - 'procedural' as in learnimg a process and beconing confident in using it, and 'conceptual' (as far as I can glean, understanding how to work things out cos they understand a concept and can think around the problem/have a deeper understanding -I guess like using and applying in this sense). The area I am looking at is addition, and I want to do some pupil interview to back up my essay and want to try and see what kind of learners I have. I am planning to do more contextual type questions to try and see if chn have conceptual understanding eg '1 apple is 5p, how much would 3 be?' alongside a similar more procedural question e.g. 6 +4 +5 = __. Then mixed up number sentences e.g 3+ ___ = 10 contrasted with 4+6= ___. I have 8 stickers on my reward chart how many more till I get a prize (this is at 20). cf 8+12 = ___. I would be so grateful if people could help by pointing out any limitations to these interviews that spring to mind that I would need to consider when using the evidence they provide, also for any additional ideas for my interviews or a better approach to get 'hard evidence' (obvioulsy alongside my longer term observations as their teacher). Hope this makes sense! Char x.