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

Rational Number Assessment

Amanda Marshall | S00144030
Australian Catholic University
Teacher report on your students Rational Number Knowledge and any
misconceptions.

Based on the data collected in the interview on 8/8/15, it is evident that Annika has a
sound conceptual and mathematical understanding and knowledge of fraction. She has a
strong understanding of the value that different fractions hold, showing competence in
knowing the purpose of the numerator, denominator, and what they mean in the context of
mathematical questions. Annika struggled when using a fraction as an operator acting on a
fraction as an operand, using concrete materials and visual stimuli would assist Annika
with a more in depth understanding of using fractions as an operator. Annika is competent
at using fractions as a measure, understanding the value that the numerator holds in the
context of the denominator. Annika used the fractional strategies of benchmarking and
equivalency to assist her in placing fractions on a number line, having employed these
strategies she placed the fractions correctly.
Annika understands that multiplication problems create a larger number and division
problems create a smaller number, however she isnt comprehending that conversely:
when the multiplier is less than one, the operand gets smaller, and when the divisor is less
than one, the operand gets larger. Annika needs to work with concrete materials and visual
stimuli to comprehend these aspects of multiplication and division.
Annikas part-whole thinking is strong, especially when using visual stimuli as a prompt. If
she gets stuck, she creates imagery for herself in her mind, uses her hands and draws on

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

the paper to problem solve the question to the best of her ability. The areas of the interview
that Annika was still intellectually exploring became clear when she engaged in creating
visual imagery for herself and talking herself through the process of the question.
Overall, Annika has a strong understanding of fractions and decimals. She comprehends
that a whole can be broken up into countless different parts and fractions are a way of
showing those parts, she understands the application and purpose of fractions:
mathematical and real world.

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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.

Mathematics interviews are a valuable tool to use for pre and post assessment for
determining holes in content knowledge and ensuring students have an understanding of
a subject unit. Interviewing is a powerful way to learn about a students thinking and to
give her or him some special attention, (Reys at al., 2012). Mathematical interviews
provide the rare and valuable opportunity for teachers to have one-on-one time with a
given student, Reys et al. describe this time as being invaluable, it provides the opportunity
for the teacher to learn so much about the individual student, in such a small amount of
time.
Whilst mathematical interviews have extreme value for certain outcomes, the process of
the interview doesnt necessarily uncover students depth of understanding or strategies
employed. Yes, it gives the teacher evidence for whether the students can engage
mathematically in given questions, and provide a correct or incorrect answer, but does the
teacher really have a grasp of the students conceptual mathematical understanding from
the given interview? Fennema and Romberg (1990) discuss the fact that teachers need to
not only be able to assess the students understanding and performance, but be able to
trace the growth of that performance over time. They say that as teachers, we need to
look forward to an assessment approach that doesnt only accumulate a set of facts and
figures, but that assigns meaning to the deep understanding a student possesses in any
given mathematical domain.
Mathematical interviews have value, but it is not enough for students to be able to answer

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

a multiplication question, divide fractions, or order numbers, because knowing how to

execute procedures does not ensure that students understand what they are doing,
(National Council of Teachers of Mathematics (NCTM), 2003). As a teacher, whilst we
need to ensure that students have the ability to show their knowledge in any given
evaluative test, it needs to be our goal for students to have a deep and rich understanding
of the mathematics they learn.
For these reasons, and many more, I value mathematical interviews as a mode of pre or
post assessment, but for planning for students future learning and growing opportunities, I
believe mathematical interviews for the purpose of planning need to be accompanied by
tasks that evoke students deep and rich understanding of the mathematics, or lack thereof.

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

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 provide the opportunity to give teachers what they may be lacking in traditional
assessment methods: the thinking that students are engaging in when solving problems,
and their deep mathematical understanding. Open tasks can provide challenges at times
due to students naturally wanting to know if theyre right or wrong, as many believe that
there are only right or wrong answers, (International Perspectives on Mathematics
Education, 2000), therefore, teachers need to create a classroom that values exploration
and investigation of mathematics. Where its traditionally been known as the subject that
sees you either right or wrong (traditional testing methods), it is now evolving and
innovating to a place where thought, intrigue, investigation and wonder are not only valued
but essential to ensure a deep and rich understanding of mathematics, (NCTM, 2003).
Open tasks have extreme value in their own right, but shouldnt become our main source
of assessment, their value lies in the complementation of traditional assessment, leading
to possibly a more appropriate and useful balance of assessment sources, (Gough &
Mousley, 1998). The value of open tasks lies in the fact that instead of a test with 20
questions, you can create one problem that utilises the mathematical understanding for
each of those 20 questions, and observe students ability to explore mathematics rather
than just answer questions, individual responses would then show each childs
proficiency, understanding and, with accompanying observations and questioning,
precisely where any aspect was in doubt or in error, (Booker, Bond, Sparrow, & Swan,
2010). The value as a teacher in knowing students mathematical understanding,

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proficiencies and challenges from having assigned just one task, is incredible.
Open tasks not only provide the teacher with the opportunity to better understand students
ability levels and mathematical thinking, but they provide students with the opportunity to
engage in the task at their own level. This is where the rubric comes into significant play:
students approach open tasks from their mathematical platform, wherever that may be.
Some students may exceed all expectations and show multiple mathematical strategies
and their relationship to each other, whilst other students may apply the problem to one
mathematical strategy, to the best of their ability. Both of these are correct, they both
engage the student, feed the teacher abundances of information regarding mathematical
understanding, and both students have successfully attempted the problem.
Open tasks provide opportunities for not just the teacher, but the student, to investigate
their own knowledge and how they can use it. Open tasks are an extremely valuable and
beneficial tool for teachers and students, I believe they fill any assessment gap that may
have existed in traditional assessment, and provide the perfect platform for planning future
mathematics teaching and learning.

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References

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching Primary Mathematics (4th
ed.). New South Wales, Australia: Pearson Australia.

International Perspectives on Mathematics Education. (2000). Multiple Perspectives on

Mathematics Teaching and Learning. Westport, London: Ablex Publishing.

Fennema, E., & Romberg, T. A. (1990). Mathematics Classrooms that Promote

Understanding. United States of America: Lawrence Erlbaum Associates.

Gough, J., & Mousley, J. (1998). Mathematics: Exploring all Angles. Victoria, Australia:
The Mathematical Association of Victoria.

National Council of Teachers of Mathematics. (2003). Teaching Mathematics through

Problem Solving. United States of America: The National Council of Teachers of
Mathematics.

Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S., &
Bennett, S. (2012). Helping Children Learn Mathematics (1st ed.). Milton,
Queensland: John Wiley & Sons.