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

!ational "#m$er Assessment

%Melissa &allo'
A#stralian (atholic )ni*ersit+
Teacher report on +o#r st#dent,s !ational "#m$er -no.ledge and an+
misconceptions /200 .ords0
After interviewing Ainsley I gained an insight into her Rational Number Knowledge in particular,
knowledge of fractions and decimals. She showed a good understanding of the concept of fractions
with the first few uestions being able to confidently answer them with little assistance reuired.
!owever, she struggled with the decimal uestions, one in particular was ordering the decimal
numbers from smallest to largest. She found it difficult to make connections between decimals,
percentages and fractions and understand that decimals and percentages are two other
representations of fractions. An interesting misconception was during the ordering decimals
uestion where she thought the number with the most numbers was the largest number. "he
interview provided valuable information about the growth points in each section and gave a good
insight into the areas that she is strong in and the areas that she is not so confident in that need to be
revised, such as working with decimal operations.
1ord (o#nt: #$%
(ritical e*al#ation o the #se#lness o mathematics inter*ie.s or gaining
2no.ledge a$o#t st#dents, c#rrent mathematical 2no.ledge that can $e #sed to
plan #t#re learning opport#nities3 4e s#re to dra. on rele*ant research
literat#re to s#pport +o#r e*al#ation3 /200 .ords0
&athematics interviews have many benefits for gaining knowledge about students' current
mathematical knowledge that can be used to plan future learning opportunities, as well as assessing
how students are progressing on a particular topic being focused on. ("hese interviews provide
evidence of misunderstandings and e)plore students ways of thinking about important concepts*
+,an -e .alle, Karp / 0ay1.illiams, 2%#%, pg. 3$4. It is particularly helpful as you are able to
orally discuss students thinking process and mental strategies. In the rational number interview, I
was able to evaluate what areas Ainsley e)celled in and other areas that she reuired more attention
to. It also gives the teacher insight into (whether your students are only working from a procedural
knowledge or if they have a conceptual knowledge* of the concepts being taught +,an -e .alle et
EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1 Template 1 o 3
al, 2%#%, pg. 334. "he 5NR6 research team stated, ("he interview was providing opportunities for
development of teachers' knowledge. 5vidence emerged of teachers' greater confidence in the use
of mathematical language, and of their growing sense of typical learning paths of their students*
+7larke, 2%##, pg. $4. "he results from diagnostic interviews can provide helpful information to
inform and improve instruction, in addition to redirecting or reinforcing students' thinking and
learning strategies.
1ord (o#nt: 2%8
(ritical e*al#ation o the #se#lness o 5pen Tas2s .ith !#$rics or gaining
2no.ledge a$o#t st#dents, c#rrent mathematical 2no.ledge that can $e #sed to
plan #t#re learning opport#nities3 4e s#re to dra. on rele*ant research
literat#re to s#pport +o#r e*al#ation3 /200 .ords0
9pen "asks with Rubrics allow teachers to assess the students conceptual understanding of the
mathematics in the assigned open task. A benefit of rubrics is that they provide students and parents
with feedback about the students progress in terms of the specific rubric, rather than as a letter grade
or a percentage +,an -e .alle et al, 2%#%, pg. 324. Rubrics prepare students to use teacher
feedback to improve on future work by allowing them to compare their level of performance with
the benchmark: they also encourage students to think critically about the uality of their own work.
;urthermore, rubrics allow teachers to evaluate their own teaching by revealing areas of strength
and weakness in student work. "he four1point rubric allows teachers to assess the students work
sample by first sorting into two categories. "he scale then allows you to separate each category into
two additional levels. "he advantage of this rubric is the relatively simple initial sort into (got it*,
which shows evidence that the student understands the concept or (not there yet*, which shows
evidence of misunderstanding, incorrect concept or failure to engage the task. Rubrics are useful
assessment tools as they (describe desirable ualities as well as common pitfalls in student work.
Such descriptions tend to be informative for students, thereby helping them think, learn and produce
high uality work* +<oodrich, 2%%=, pg. 2$4.
1ord (o#nt: 2#$
EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1 Template 1 o 3
!eerences:
7larke, -., 7larke, 0., / Roche, A. +2%##4. Building Teachers Expertise in Understanding,
Assessing and Developing Childrens Mathematical Thinking: The o!er o" Task#Based,
$ne#to#$ne Assessment %ntervie!s. "he International >ournal of &athematics 5ducation,
?8+@1$4. A%#1A#8. -oiB #%%$Cs##3=31%##1 %8?=12
<oodrich, !. +2%%=4. Teaching !ith &u'rics, The (ood, The Bad and The Ugl). 7ollege "eaching,
=8 +$ D 8%4.
,an -e .alle, >., Karp, K., 0ay1.illiams, >. +2%#%4. Elementar) * Middle +chool Mathematics:
Teaching Developmentall) +eventh Edition. 0ostonB 6earson 5ducation.