EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 1 of 3

Rational Number Assessment

Kira Georgakopoulos
S00134933
Australian Catholic University
Teacher report on your students Rational Number Knowledge and any
misconceptions
From looking at the data compiled from the interview with Eliza it is evident that she has a strong
understanding of both fractions and decimals. Eliza has spent the last 4 years in Menlo Park,
California; she has excelled in Maths there and was very confident with decimals and fractions, in
fact prior to the interview she had said she was finding maths in Australia a lot easier and felt it was
not extending her. I therefore went into the interview with high expectations, which I believed were
met. From the interview it is evident that Eliza has a strong and in-depth understanding of Fractions
and Decimals.
Throughout the interview it was apparent that Eliza had a good idea of fraction size and was
incredibly competent with using fractions as a measure, including improper fractions on the number
line. Using concrete materials such as Cuisenaire rods as a visual stimulus could assist in her
forming a more in-depth understanding. This was evident in question 7 when using visual stimulus
that Eliza was able to show me how strong her part-whole thinking was incredibly strong, this was
reinforced with her verbal thought process and her ability to then explain how she achieved her
answer, not only in this question, but in most.
However she struggled with Fractions as an operator applied to a fraction. As Elizas part-whole
thinking is quite strong I believe with visual stimulus she would have been able to work through
these questions she struggled with and create more meaning.
Elizas answers were strong throughout the Interview until the last few questions, where she was
understood what a ratio was but was lacking the knowledge of how to apply her knowledge to the
question. I believe with more explanation Eliza would have succeeded with these questions.

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 1 of 3

Critical evaluation of the usefulness of mathematics interviews for gaining

knowledge about students current mathematical knowledge that can be used to
plan future learning opportunities. Be sure to draw on relevant research
literature to support your evaluation. (400 words)
Whilst Mathematical interviews are a powerful tool, a students full mathematical knowledge and
understandings are often not shown. As most questions are mostly closed questions, students have
very little opportunity to show their thought process and thus the methods the students used to
obtain their answers are restricted to in most cases, one word answers. In comparison to a paper to
pen test, these interviews ensure oral justification behind their answers (Clarke, Mitchell & Roche,
2005). Thus informing the teacher whether their student is able to recite known facts or explain
their own strategy. As discussion is limited throughout the process this is a major downfall as for
many students it is vital for them to discuss their solutions, enhancing their learning as well as self
confirming that they have achieved the correct answer. It is suggested that for a student to enhance
their learning effective questioning and discussion must be made (Cited in Briggs, 2008).
The information gained in such interviews is vital for teachers not only to assist in student
assessment but also to inform teacher pedagogical content knowledge (Shulman, 1987). It is such
interviews that provide teachers with the quality types of questions to ask their students and what
the children found beneficial to their learning (McDonough, Clarke & Clarke, 2002). By
implementing such interviews multiple times a year teachers are able to accurately scaffold their
lessons, ensuring appropriate understanding, knowledge and ability in the classrooms and thus the
interview appears to be a particularly effective window into how students make sense of
Mathematics (Jenkins, 2010, pg144). Time is a major limiting factor; almost all teachers would
struggle to find the time to conduct 20+ interviews that take over an hour, which can lead, to
selective testing and often in most cases, inconsistent results (Denvir & Brown, 1987). However
whilst it may be a more personal task, research has shown that students appreciate the one-on-one
time with their teachers and it created a more personal feeling (Clarke, Mitchell & Roche, 2005).
By creating this confidence in the teacher student relationship it allows students to show their skills
and allows us to know where our students can be challenged or need assistance in the classroom.
It is important to understand that interviews whilst time consuming and lacking in some detail they
are great in order to see where a students level of understanding sits and to therefore develop the
teachers reflective practice.

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Critical evaluation of the usefulness of Open Tasks with Rubrics for gaining
knowledge about students current mathematical knowledge that can be used to
plan future learning opportunities. Be sure to draw on relevant research
literature to support your evaluation.
Open tasks allow for a variety of levels of achievement, no matter the content or difficulty of the
problem. Open tasks provide a forum for students to scaffold their knowledge and apply it to the
problem from their level of understanding, regardless of the answer. Open tasks allow an insight
into the strategies, styles of learning and concepts students engage in or find challenging. By
creating tasks that have several answers you are opening up the floor for success. It is stated that
assessment of mathematics should be Appropriate, fair and inclusive and inform learning and
action (The Australian Association of Mathematics Teachers inc, 2008, pg 1) thus emphasising the
importance of using open-ended tasks as a non-invasive assessment for learning. The Australian
Association of Mathematics teachers goes on to say that Open ended tasks provide information
about a broader range of aspects of students learning than is possible through more narrowly
contained tasks (2008, pg 3)
It is therefore important to focus on the emphasis that open tasks are not just about achieving an
answer but more about the processes involved in the problem posed, ensuring that The task can be
approached in a variety of ways; it increases student control; it allows linking and consolidation of
previous knowledge; it provides opportunities for success; and it is non-trivial (Sullivan, 1997, pg
23). By using open tasks you are allowing for more strategies and processes than would be seen on
a quiz or test and it is the students written work alongside the rubric which forms evidence for clear
identification of the students levels of mathematical knowledge. This then forms the vital
knowledge for a teacher to scaffold further learning in lessons. Thus underpinning the importance of
the rubric as it provides the key standards required in order to be at the level of understanding and
achievement.
Open tasks give teachers the opportunity to identify students depth of conceptual and mathematical
understanding. The process of applying knowledge and mathematical understanding to tasks, gives
teachers knowledge of students ability to utilise their understanding in different contexts. Open
tasks are an essential aspect of assessment, giving teachers the depth of understanding and
information that formative assessment and testing doesnt provide.

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References
Australian Association of Mathematics Teachers. (2008). Position Paper on the practice of
Assessing Mathematics Learning. Adelaide, SA, Australia.
Briggs, M. (2008). Assessment for learning and teaching in primary schools (2nd ed.). Exeter:
Learning Matters.
Clarke, D., Mitchell, A., & Roche, A. (2005). Student one-to-one assessment interviews in
mathematics: A powerful tool for teachers. Mathematic Association of Victoria Annual
Conference , 1-14.
Denvir, B., & Brown, M. (1987). The feasibility of class administered diagnostic assessment in
primary mathematics. Educational Research, 29(2), 95-107.
Jenkins, O. F. (2010). Developing Teachers Knowledge of Students As Learners Of Mathematics
Through Structured Interviews. Journal of Mathematics Teacher Education, 13(2), 141-154.
McDonough , A., Clarke , B., & Clarke, D. M. (2002). Understanding, assessing and developing
childrens mathematical thinking: the power of a one-to-one interview for preservice
teachers in providing insights into appropriate pedagogical practices. International Journal
of Educational Research , 37, 211-226.
Shulman, L. (1987). Knowledge and teaching: Foundations of the reform. Harvard Educational
Review, 57(1), 1-22.