EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1 Template 1 o 3

!ational "#m$er Assessment

Emil% Mac& '0011(116
A#stralian )atholic *ni+ersit%
Teacher report on %o#r st#dent,s !ational "#m$er -no.ledge and an%
misconceptions/
In reference to the Rational Number Interview conducted on a Grade 5 student (Hannah), the
students knowledge of art whole relationshis and thinking is evident as the child is confident and
has a large familiarit! with this interretation" #he students abilit! to artition a model into e$ual%
si&ed arts and name the fraction according to the number of e$ual arts was identified in the
'fraction ie task" #he student was able to understand the relationshi that e(its between the art
and the whole, rather than be deendent on the number of arts" #his knowledge of art%whole
relationshis was also aarent in the 'i&&a task, namel! the student used a rocedural aroach to
use artition division to cut the i&&as into fifths and then divided them out e$uall!" )urther, the
'draw me a whole task rovided insights into the students concetual understanding of fractions
where she was able to understand that one section was two%thirds of the whole and therefore was
able to recreate the whole shae with the correct amount of ieces (*an +e ,alle, -../)"
#he student e(ressed a clear understanding of e$uivalent fractions, which was evident in her
abilit! to e(lain that four%si(ths is also known as two%thirds and when lacing si(%thirds on a
number line could establish this as two" #he oerator task was e(tremel! straight forward for the
student, therefore mental ictures when doing such calculations is aarent" ,hen comaring the
relative si&e of fractions, such as 501 and /02, the student was able to conclude that the second
fraction re$uires a smaller iece, clearl! using residual thinking" )urther, the student is confident
with decimals as fractions, thus she is able to read and identif! decimal fractions from a number
line" #he $uestions relating to ordering and comaring decimals showed the students skills of
ordering decimals to the tenths and hundredths lace" #he students misconcetions were aarent
with ercentages and ratios as she felt uncomfortable in erusing the interview due to not covering
the content in class"