Jessica Bedson S00141829

Rational Number Assessment

Report for teacher:

Lucy demonstrated that she understands what a fraction represents, and knows the role of the

denomination and numerator. Lucy uses the correct language to describe fractions and knows that

they can be counted and ordered. Lucy was able to represent a common fraction on a number line,

and name and scribe a range of decimals. Lucy was unable to create an appropriate strategy during

sharing-type problems, as she held the misconception that smaller number cannot be divided by

larger numbers (Fuchs et al., 2013). Lucy shows that she understands the relationship between

fractions, decimals, and percent as she was able to compare, convert, and contrast with the rational

numbers. Lucy was able to correctly identify the larger fraction in a pair by using strategies such as;

gap thinking, equivalence and benchmarking. Lucy found it difficult to start a problem solving

question if she didnt know how to begin working out the question straight away, and therefore did

not fully demonstraight an understanding of be able to use metal strategies or tools when combining

and partitioning rational numbers. Although Lucy was able to identify the equivalence of decimals

when ordering decimals on a number line, it was clear that Lucy held the misconception that the

more numbers that are after the decimal point, results in the number being are closer to zero, and

therefore that longer equals larger (Clarke & Roche, 2010).

Critical evaluation on the usefulness of interview:

A strong mathematical assessment such as the mathematics interview, will give students multiple

opportunities to make connections with the content, and then apply their prior knowledge to answer

or complete new questions. By having a mathematics interview that focus on the mathematical

understandings specific to a range of students, the mathematics interview allows the teacher to

collect a range of data in a single time slot (Gough, 2006). This data that is collect will then help
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teachers to support the learning of students in their class rooms, and create effective mathematics

lessons.

The mathematical interview does not only benefit students, but teachers and pre-service teachers to.

Pre-service teachers should be exposed to mathematic interviews during their field experience so

that they are able to create a better understanding of how different students learn mathematics, and

how as a teacher you should facilitate this learning. Pre-service teachers that are involved with

mathematics interviews are also able to further their pedagogical and mathematical knowledge by

participating in conversations that included reflection on and how their students achieved different

results (Jenkins, 2009) and worked out questions in different ways.

One drawback of the mathematics interview is the test like situation it puts the students into. If

Students are working one on one with a teacher, or an adult whom they have never met before they

can start to feel under pressure. More pressure is then added when the student doesnt know if they

are getting the answers right or not. These factors could make the student stressed and therefore not

achieve the results they might have achieved under different conditions. Due to the results and

conclusions resulting from one test students could be misinterpreted and their true mathematical

understanding wrongly diagnosed (Darling-Hammond & Rustique-forrester, 2005). Due to the

individual nature of the interview, it also takes a lot of time and resources to complete. Therefore,

the mathematics interview is often left out due to time constraints.

Overall the mathematics interview is a fantastic tool for teachers and preservice teachers to use to

further their understanding the mathematical content knowledge of students in their classroom.

Although the interview takes time, the data that is received once completing the interview gives

teachers the opportunity to see students misconceptions and then create strategic lesson plans to
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over-come this. To stop students from becoming stressed and nervous about interviews, while also

collecting valuable data schools should be completing the interviews throughout their schooling.

By doing an ongoing assessment they are able to see the growth of students understandings

throughout their time in school while also finding misconceptions and overcoming them before it is

too late.

Critical evaluation of the usefulness of open tasks

The use of open ended tasks in the classroom is a great way to get students involved in their

mathematical learning while also covering major aspects of the curriculum.

When student complete problem solving in mathematics they are learning to use a range of

mathematics tools (Zbiek & Shimizu,2005) using skills that not only include mathematics but also

English, communication, and when a computer is involved; information and communications

technology (Knight, 2006). When students use all of these skills together, the teacher is allowing the

students to work on their interpersonal skills.

When students work on completing open ended task they are going beyond the requirements of

completing an algorithm, recalling a fact, or completing a mechanical skill. Open ended task expose

students to work within a cognitive level and encourage higher order thinking that involves;

comprehension, application and evaluation (Gough,2006). Open ended tasks do not have complex,

and can be formulated to suit a range of students needs. This creates a flexible learning experience

where students of different ability can extended and record their mathematical understanding and

how they can apply it to solve a problem (Mcknight & Mulligan, 2010).

Open ended tasks promote communication between students and peers as well as their teachers.

These types of tasks also prompt student discussion as students need to be able to justify their
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answers to their peers (Olteanu, 2014). This justification of their solution to the problem shows

teachers that they know both the skills and content knowledge imbedded within the task, solidifying

their deep understanding on the task. Students will then also learn how to incorporate the

mathematic content knowledge that they have learnt within other subjects, and apply their prior

knowledge to solve new problems. (Viseu, & Oliveira, 2012)

When using open ended questions in the mathematics classroom it is important for all students to be

constantly engaged with the task. If a student is finding the task difficult they may not show any

attempt at solving the problem. If the students think that the problem its too hard they will not give

it a go, and they are then missing out on the learning opportunity. To overcome this, it is essential

for the teacher to have open communication with and pre identify students who are at a lower

ability. The task created by the teacher should then be modified to suit the needs of all abilities in

the class. Students with a high mathematical understanding can complete the task to a higher

standard, and those at the lower end of the spectrum can complete the task to an easier degree

(Bragg, 2015). This means that no students feel excluded from the task, and all students are working

towards meeting the curriculum standards.

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References:

Bragg, L. A. (2015). Studying mathematics teacher education: Analysing the process

of task variation on learning. Studying Teacher Education, 11(3), 294311.

Clarke, D., & Roche, A. (2010). The power of a single game to address a range of
important ideas in fraction learning. Australian Primary Mathematics Classroom,
15(3),

Darling-Hammond, L., & Rustique-forrester, E. (2005). The consequences of student

testing for teaching and teacher quality. Yearbook of the National Society for the
Study of Education, 104(2), 289319

Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Hamlett, C. L., Cirino, P. T.,
Changas, P. (2013). Improving at-risk learners understanding of fractions. Journal
of Educational Psychology,

Gough, J. (2006). Opening Up Open-Ended Mathematics Tasks. Prime number,

21(2), 2024.

Jenkins, O. F. (2009). Developing teachers knowledge of students as learners of

mathematics through structured interviews. Journal of Mathematics Teacher
Education, 13(2), 141154.

Knight, S. (2006). An Open-ended Task. Prime Number, 21(2), 2024.

Mcknight, A., & Mulligan, J. (2010). Teaching Early Mathematics Smarter Not
Harder: Using Open-Ended Tasks to Build Models and Construct Patterns.
Australian Primary Mathematics Classroom, 15(3), 49.

Olteanu, L. (2014). Construction of tasks in order to develop and promote classroom

communication in mathematics. International Journal of Mathematical Education in
Science and Technology, 46(2)

Viseu, F., & Oliveira, I. (2012). Open-ended Tasks in the Promotion of Classroom
Communication in Mathematics. International Electronic Journal of Elementary
Education, 4(2), 287300.

Zbiek, R., & Shimizu, J. (2005). Multiple Solutions: More Paths to an End or More
Opportunities to Learn Mathematics. Mathematics Teacher, 99(4), 279287.
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Score Summary Description

Content Proc

5 The student was able to find multiple correct answers to the problem, and The student used sop
explain the way in which they solved it in clear steps. The student was then elaborate and justify
Goes beyond able to apply these steps to generalise the rule. complete the answer

4 The student was able to solve the problem correctly, and demonstrated a The student used the
mathematical understanding by giving clear steps that show their working out. attempt to explain an
Task answered and solved
accomplished

3 The student picked an appropriate strategy to solve the problem, however The student attempte
slight error in the method caused the solution to be wrong. Or the Student was in order to complete
Substantial able to create a solution, however was unable to explain the method of getting were evident during
progress there.

2 The student was able to start solving the problem, by categorising the two The student attempte
numbers, however was unable to strategised to complete the problem. solve the problem; h
Some progress was not present to b

1 The student showed no evidence that suggested they knew how to solve the The student did not
problem, and had many misconceptions many errors were se
Little progress accurate response.