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

Rational Number Assessment

Courtney Spezza

Australian Catholic University

Teacher report on your students Rational Number Knowledge and any
misconceptions (300 words)

Grace demonstrated a sound understanding of the place value system. This was apparent
when she was reading, comparing and representing decimals. Grace openly expressed
her comprehension of the place value system, during her explanation regarding her
strategy for comparing decimals. Grace stated that when comparing decimals, you first
compare the tenths column and see which number is bigger. If they are the same number,
you then look at the hundredths. In addition, Grace demonstrated that she has the
capacity to read and represent decimals beyond the hundredths. These came to light
when she was representing the decimal .027. Grace explained, that the two represents
the hundredths and the seven represents the thousandths. With this explanation, Grace
demonstrated that she understood that the value of a digit depends on its position, in the
decimal. Furthermore, Grace was also able to identify that ten tenths is equal to a whole
and that when representing any decimal that is equal to ten tenths or higher, you would
place the number (digit) before the decimal point. Her explanation signifies that Grace
comprehends the purpose of the decimal point, this being it is utilised to separate the
whole number part from the fractional part.
Conversely, Graces knowledge regarding the place value system has yet to be fully
translated when ordering decimals. For the most part, Grace was able to correctly order
the ten given decimals from lowest to highest. However, during the ordering, Grace
incorrectly placed 0.9 as being lower than 0.1. This indicates that Grace may have a
common misconception that 0.1 is larger than 0.9, as she may perceive 0.1 as being equal
to ten tenths. Although, in a previous question she was able to identify that ten tenths is
equal to a whole and when represented the one digit would be before the decimal point.
Due to this, I believe this was most likely an error. Grace was also unable to identify that
1.7 and 1.70 are equivalent. In other questions, where Grace was asked to give an
equivalent fractions, she was unable to provide an answer. This shows that Grace may
have shallow understanding of equivalence.
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It is also apparent that Grace recognises that fractions, decimals and percentages can be
different representations of the same number. She demonstrated this in Question 14,
which asks for her to convert 6/100 into its percentage and decimal form. Grace was able
to provide the correct response by using mental computation. Grace identified that the
percent would be 6% and the decimal would be 0.06.
There is indication that Grace has a misconception regarding the relative size of fractions.
This was apparent when she was comparing two fractions with unlike denominators.
Grace would for the most part, select the denominator with the larger/higher number. This
indicates that Grace may have the misconception that the size of a fraction is only
determined by the denominator.

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)

Mathematical interviews are a form of formative assessment, which usually involves a one-
on-one correspondence between a teacher and a student, where the teacher asks high-
order questions (Hatfield, Edwards, Bitter, Morrow, & Jean, 2004). Mathematical interviews
are an integral part of teaching and learning, as the interviews provide a source of rich
information regarding the students conceptual knowledge and processes utilised; areas
where students demonstrate relational understanding and areas where students have
misconceptions or find too challenging (Haylock & Thangata, 2007). The rich information
gathered from the interview enables the teacher to make informed decisions regarding
future instruction (Hatfield, Edwards, Bitter, Morrow, & Jean, 2004). This could be in terms
of mathematical areas that need more focus or re-teaching; which students need to be
extended or enabled in certain mathematical areas and what methods and strategies will
be effective to further the students (Reys, et al., 2012).

The use of mathematical interviews does not only provide insight into the learning and
knowledge of the students, it also has other advantages. For example, it allows for the
quiet achievers to emerge and demonstrate their knowledge, as they feel more
comfortable having the one-on one correspondence with the teacher (Clarke, Mitchell, &
Roche, 2005). This doesnt usually occur during class discussion (Clarke, Mitchell, &
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Roche, 2005). In addition, mathematical interviews have the potential to provide teachers
with information regarding students thinking and their learning, that many other forms of
assessment cant (Lovin & Van de Walle, 2005). Mathematical interviews allow for a
teacher to see firsthand how the student constructs concepts and how they utilise
strategies and approaches when problem solving (Lovin & Van de Walle, 2005). Secondly,
mathematical interviews allow a teacher to observe a students thought process through
the utilising of higher-order questioning (Hatfield, Edwards, Bitter, Morrow, & Jean, 2004).
From this, the teacher not only learns about the degree of relational understanding the
student has but also if the student has any misconceptions (Hatfield, Edwards, Bitter,
Morrow, & Jean, 2004). Although the administrating of mathematical interviews provides
significant insight into the thinking of learning of students, it does have its constraints
(Hatfield, Edwards, Bitter, Morrow, & Jean, 2004).

Firstly, mathematical interviews can be time consuming and require the teacher to be away
from the other students for an extended period of time (Hatfield, Edwards, Bitter, Morrow,
& Jean, 2004; Gates, 2002). Although, during this time the teacher is gaining rich
information regarding the student being interviewed, they are missing on learning
opportunities with other students (Gates, 2002). Secondly, mathematics interviews do not
take into consideration that the student may not perform to their greatest capacity on the
day it is administrated (Gates, 2002). Thus, it is important that the teacher already has a
sound understanding of the students mathematical abilities and knowledge, prior to the
administration of the interview (Hatfield, Edwards, Bitter, Morrow, & Jean, 2004; Gates,
2002). The focus should be more on critically analysing the students thinking and
processes, rather than the given solutions (Hatfield, Edwards, Bitter, Morrow, & Jean,
2004; Gates, 2002). Lastly, even though the administrating of mathematical interviews
allows for the teacher to gain insight into areas of shallow understanding the student has
or misconceptions they have, it does not provide the teacher the opportunity to address
these issues straight away, therefore resulting in a learning opportunity missed (Hatfield,
Edwards, Bitter, Morrow, & Jean, 2004; Gates, 2002). In summary, the administration of
mathematic interviews is a highly effective form of formative assessment, as it allows for
the teacher to gain rich and immediate awareness of the students conceptual knowledge,
as well as identifying any areas where shallow understanding may be present. Many other
forms of assessments do not provide this immediate appraisal of a students knowledge or
abilities (Hatfield, Edwards, Bitter, Morrow, & Jean, 2004; Lovin & Van de Walle, 2005).
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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. (400 words)

Open tasks are tasks that either allow for multiple strategies to be utilised for the purpose
of finding a solution or have multiple solutions (Reys, et al., 2012). Open tasks are suitable
to be implemented in both a straight age classroom, multi-age classroom and a mixed
ability classroom (Fox & Surtees, 2010). This is due to the accessible nature of open
tasks, as it allows for all students to gain entry and work in their zone of proximity (Fox &
Surtees, 2010; Reys, et al., 2012). This is because open tasks allow for students to utilise
strategies and approaches that best suit their learning preferences, which is unlike closed
tasks (Fox & Surtees, 2010; Reys, et al., 2012). Open tasks vary significantly from closed
tasks, in terms of: open tasks are considerably more actively engaging, and this therefore,
enhances the development of the new knowledge (Sullivan, 2003). Furthermore, open
tasks extend the students capabilities to evaluate critically, conjecture, mathematically
reason, generalise and justify (Fox & Surtees, 2010; Reys, et al., 2012). This is because
these types of tasks allow for students to explore a range of methods and strategies for the
purpose of finding a solution/s (Fox & Surtees, 2010; Reys, et al., 2012; Sullivan, 2003).
Another important assessment that also aids in the promotion of student success, if used
efficiently, is rubrics (Depka, 2001).

Rubrics are a form of formative assessment, as they enable the teacher to monitor the
learning of their students (Reys, et al., 2012). Rubrics allow for the monitoring of the
progress and achievement of students, as well as the analysing of their thinking,
understanding and capability to apply their knowledge (Depka, 200; Reys, et al., 2012).
Furthermore, it also provides insight into misconceptions their students may have
conceived and areas that need further attention (Reys, et al., 2012). This insight assists
the teacher in determining future teaching action plans. As well, rubrics can also be utilised
for the purpose of improving students performance, as the criteria provided informs
students of the learning expectations and outcomes (Depka, 2001; Haylock & Thangata,
2007). For the rubric to be effective, it is essential that the rubric is shared before the
application of the assessment task (Depka, 2001). This is fundamental for aiding student
success, as it informs students on what is necessary for a successful completion of the
task (Depka, 2001).
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Accompanying open tasks with rubrics will create an engaging learning environment,
where all students experience some level of success (Depka, 2001). This is due to the
accessible nature of open tasks and the informative nature of rubrics (Fox & Surtees,
2010; Reys, et al., 2012). In addition, the implementing of open tasks with rubrics into a
Mathematics classroom, will aid in diverging the perception of Mathematics as a
performance subject, where only the correct solution is important, to instead seeing it as a
learning subject (Boaler, 2014; Kaur, 2012). This is because open tasks with rubric,
acknowledge and focus on the method the student utilised, their mathematical thinking,
their relational understanding and the appropriateness of the strategies utilised (Olson &
Barrett, 2004). Thus, putting less emphasis on the attainment of the correct solution
(Boaler, 2014; Kaur, 2012).

The use of open tasks with rubrics also enables the teacher to assess and analyse their
students mathematical thinking and relational understanding (Depka, 2001; Reys, et al.,
2012). Additionally, it clearly identifies the areas of strength and weakness of students and
the areas that need further attention (Depka, 2001).This is not a common characteristic of
many other types of assessments (Depka, 2001). This information allows for teachers to
plan learning opportunities that will progress each student, as the teacher is informed of
the understanding each student has and the level each student is at (Reys, et al., 2012).
Thus, supporting the teacher to plan learning opportunities that are not too easy nor too
challenging (Reys, et al., 2012). It also allows for the teacher to address any
misconceptions students have, enabling a growth in relational understanding for all
students (Reys, et al., 2012).
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References
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classrooms. Retrieved from youcubed at Standford University: http://youcubed2.s3-website-
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Clarke, D., Mitchell, A., & Roche, A. (2005). Student one-to-one assessment interviews in
mathematics: A powerful tool for teachers. MAV Annual Conference, (pp. 1-15). Melboure.
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