Secondary Curriculum 1B: Mathematics Extension

Assignment 2

Name: Tony Dimrajian

SID: 19058173
 NAPLAN Numeracy Non-Calculator Results Table Breakdown

QUESTION ANSWER TEST 1 TEST 2 TEST 3 SYLLABUS OUTCOME/S

MA4-4NA, MA4-1WM (symbols),
1 D ✔ ✔ ✔ MA4-2WM
MA4-4NA, MA4-1WM (symbols),
2 D ✔ ✔ ✔ MA4-2WM
MA4-5NA (decimals), MA4-1WM
3 B ✔ ✔ ✔ (symbols), MA4-2WM (ordering
decimals)
4 B ✔ ✔ ✔ MA4-9NA, MA4-1WM (symbols)
MA4-18MG, MA4-1WM (diagrams),
5 C ✔ ✔ ✘ MA4-3WM (recognises)
MA4-5NA (decimals), MA4-11NA
6 D ✔ ✔ ✔ (number patterns), MA4-1WM
(symbols, terminology)
MA4-14MG, MA4-1WM (diagrams),
7 E ✔ ✔ ✔ MA4-3WM (recognises)
MA4-12MG, MA4-7NA, MA4-1WM
8 10 ✔ ✔ ✔ (terminology), MA4-2WM
9 2 or -2 ✔ ✔ ✔ MA4-8NA, MA4-2WM
MA4-7NA, MA4-1WM (diagrams,
10 B ✔ ✔ ✔ terminology), MA4-2WM
MA4-4NA, MA4-7NA, MA4-15MG,
11 C ✔ ✔ ✔ MA4-1WM (terminology), MA4-2WM
MA4-11NA (number patterns), MA4-
12 B ✔ ✔ ✔ 1WM (diagrams), MA4-2WM
MA4-15MG, MA4-1WM (symbols,
13 C ✘ ✔ ✔ diagrams, terminology), MA4-2WM
MA4-5NA (percentages), MA4-1WM
14 C ✔ ✔ ✔ (symbols), MA4-2WM
15 128 ✔ ✔ ✔ MA4-18MG, MA4-1WM (diagrams)
MA4-5NA (fractions), MA4-1WM
16 B ✘ ✔ ✔ (symbols), MA4-2WM
MA4-19SP, MA4-1WM (diagrams),
17 40 ✔ ✔ ✔ MA4-2WM
MA4-14MG, MA4-1WM (diagrams,
18 30 ✔ ✔ ✔ terminology), MA4-3WM (recognises)
MA4-4NA, MA4-1WM (symbols),
19 402 X 5 ✔ ✔ ✔ MA4-2WM
MA4-4NA, MA4-5NA (decimals),
20 D ✔ ✔ ✔ MA4-1WM (symbols), MA4-2WM
MA4-17MG, MA4-1WM (diagrams,
21 D ✔ ✔ ✔ terminology)
MA3-17MG, MA4-1WM (diagrams,
22 A ✘ ✔ ✘ terminology), MA4-2WM
 MA4-4NA, MA4-7NA, MA4-11NA,
23 1250 ✔ ✔ ✔ MA4-1WM (symbols, diagrams,
terminology), MA4-2WM
MA4-14MG, MA4-1WM (diagrams,
24 A ✔ ✔ ✔ terminology), MA4-3WM (recognises)
MA4-19SP, MA4-1WM (diagrams,
25 C ✘ ✔ ✔ terminology), MA4-3WM (recognises)
MA4-11NA, MA4-19SP, MA4-1WM
26 150 ✔ ✔ ✘ (diagrams, terminology), MA4-2WM
MA4-4NA, MA4-18MG, MA4-1WM
27 150 ✔ ✔ ✔ (diagrams, terminology), MA4-2WM
MA4-5NA (decimals), MA4-1WM
28 D ✔ ✔ ✘ (symbols), MA4-2WM
MA4-5NA (fractions), MA4-1WM
29 A ✔ ✔ ✘ (diagrams, symbols)
MA4-8NA, MA4-10NA, MA4-1WM
30 256 ✔ ✔ ✘ (terminology), MA4-2WM
MA4-14MG, MA4-1WM
31 C ✔ ✘ ✔ (terminology), MA4-2WM, MA4-3WM
(recognises)
MA4-7NA, MA4-1WM (symbols,
32 300 ✔ ✔ ✘ diagrams), MA4-2WM
TEST RESULTS: 28/32 31/32 25/32

Student Performance

For the purpose of this assessment, I have distributed the sample Year 7
NAPLAN mathematics non-calculator assessment to three students to evaluate
and analyse their performance. The table above shows the answers to the 32
questions from the test, each of the three student’s results and the links that each
question has to the syllabus. The students achieved marks of 28, 31 and 25 out of
a total of 32. Overall, I was impressed and surprised by the strong performances
of all three students. To further evaluate the performances of these students, let
us take a closer look at the results for each individual.

Student 1: Jagbir

Jagbir is a Year 8 student who achieved 28 out of 32 (87.5%) in the test. His
results are shown in the column for Test 1. As he only answered four questions
incorrectly, let us focus on these areas of difficulty for Jagbir. These four were
questions 13, 16, 22 and 25. Their corresponding content outcomes are shown
below:

 Q13: MA4-15MG – performs calculations of time that involved mixed

units, and interprets time zones (performs calculations of time only)
  Q16: MA4-5NA - operates with fractions, decimals and percentages
(fractions only)
 Q22: MA3-17MG – locates and describes position on maps using a grid-
reference system (position on maps only)
 Q25: MA4-19SP - collects, represents and interprets single sets of data,
using appropriate statistical displays (interprets single sets of data only)

These four questions shared none of the same content outcomes as they all
focused on different syllabus topic areas. This shows no consistency in terms of
any content area where Jagbir is demonstrating continual difficulty. However, we
can identify some consistency in terms of the Working Mathematically outcomes
explored by these questions. The three Working Mathematically outcomes for
Stage 4 are:

 MA4-1WM – communicates and connects mathematical ideas using

appropriate terminology, diagrams and symbols
 MA4-2WM – applies appropriate mathematical techniques to solve
problems
 MA4-3WM – recognises and explains mathematical relationships using
reasoning

Of the four questions Jagbir answered incorrectly, all of them are linked with
MA4-1WM. Q13 uses a table, the colon symbol to denote a time, and terminology
of ‘hours’, ‘minutes’ and ‘pm’. Q16 considers the symbol used for fractions. Q22
looks at a map and directional terms such as ‘north-south’. Q25 considers a
column graph with terminology such as ‘lowest percentage’. This indicates that
perhaps Jagbir may have some difficulties with understanding particular
mathematical terminology and perhaps connecting it to diagrams.

Additionally, questions 13, 16 and 22 are linked to MA4-2WM, whilst question

25 is linked to MA4-3WM. This is because those linked to MA4-2WM involve
using mathematical processes to obtain a solution. Question 25 on the other
hand involves investigating a column graph to find the state that has the lowest
percentage of its population living in its capital city. For this question we can
consider that Jagbir may not understand how to recognise the relationship
between percentages and graphs. Overall, Jagbir performed very well as he only
lost four marks and it seems these errors could have been mostly tackled if
Jagbir had a better understanding of mathematical terminology and concepts
and how they relate to different topic areas.

Student 2: Rachel

Rachel is a Year 8 student who achieved 31 out of 32(~96.9%) in the test; the
highest mark of the three students. Her results are shown in the column for Test
2. Rachel did exceptionally well in the test and answered only a single question
incorrectly. As there is minimal room to focus on her weaknesses, let us simply
take a look at the sole question she lost a mark on.
Question 31 was the only one she answered incorrectly. Surprisingly, this one
was answered correctly by both of the other students tested. This question is
linked to the following content outcome:

 MA4-14MG – uses formulas to calculate the volumes of prisms and

cylinders, and converts between units of volume (calculate the volume of
prisms only)

This question involved a large room that was double the dimensions of a smaller
room, and told that both rooms were rectangular prisms. It supplied the volume
of the small room as 10 cubic metres and asked for the volume of the large room.
Rachel selected 20 cubic metres as her answer instead of the correct answer; 80
cubic metres. This indicates that she likely doubled the volume of the small room
instead of considering that all of the dimensions needed to be doubled.

Furthermore, this question involved all three of the Working Mathematically

outcomes. It uses terminology such as ‘dimensions’ and ‘cubic metres’ (MA4-
1WM), involved breaking down the small room into the dimensions of width,
length and height to double each (MA4-WM2) and asks the student to recognise
the relationship between a prisms dimensions and its volume (MA4-WM3). It is
interesting to note that question 31 was the only one found to target all three of
the Working Mathematically outcomes. From Rachel’s response, we can consider
that she may find a question difficult when it targets all three of these Working
Mathematically outcomes, but her great overall performance in the test
demonstrates that she is a highly capable student.

Student 3: Shorya

Shorya is a Year 8 student who achieved 25 out of 32 (~78.1%) in the test; the
lowest mark of the three students. His results are shown in the column for Test
3. Shorya answered Q31 correctly; the only question that Rachel answered
incorrectly. He answered seven questions incorrectly. These were questions 5,
22, 26, 28, 29, 30 and 32. Their corresponding content outcomes are shown
below:

 Q5: MA4-18MG – identifies and uses angle relationships, including those

related to transversals on sets of parallel lines (identifies angle
relationships only)
 Q22: MA3-17MG – locates and describes position on maps using a grid-
reference system (position on maps only)
 Q26: MA4-11NA – creates and displays number patterns; graphs and
analyses linear relationships; and performs transformations on the
Cartesian plane (analyses linear relationships only)
 Q28: MA4-5NA – operates with fractions, decimals and percentages
(decimals only)
 Q29: MA4-5NA - operates with fractions, decimals and percentages
(fractions only)
  Q30: MA4-8NA – generalises number properties to operate with algebraic
expressions & MA4-10NA – uses algebraic techniques to solve simple
linear and quadratic equations (linear only)
 Q32: MA4-7NA – operates with ratios and rates, and explores their
geographical representation (ratios only)

In relation to the Working Mathematically outcomes, all of these questions are

linked with MA4-1WM as they explore a range of symbols, diagrams and
terminology. All but for questions 5 and 29 are linked with MA4-2WM as they
involve applying techniques to solve problems. It should be noted that the
mathematical techniques that need to be applied in this test are gradually more
difficult towards the end of the test, which could indicate why Shorya lost most
of his marks in the later questions of the test. Question 5 is linked to MA4-3WM,
as the student must simply recognise the most acute angle in the diagram to
signify the greatest change of direction.

As Shorya received the lowest mark of the three students tested, we will further
evaluate his attempt by using Newman’s Error Analysis (NEA). I chose to
interview Shorya in accordance with NEA, as there was more room to consider
the various types of questions he answered incorrectly as opposed to the other
two students who received higher marks.

Newman’s Error Analysis

NEA is a procedure used for analyzing errors that students make on written
mathematical tasks. This involves a hierarchal five-step process used to pinpoint
exactly what aspect of the question the student is struggling with. These five
facets are denoted as follows:

1. (R) - Reading error (student can’t read question or doesn’t know words in the
question)
2. (C) - Comprehension error (student doesn’t know the meaning of words or
terms in the question or understand what it’s asking)
3. (T) - Transformation error (student uses an incorrect process from their
comprehension)
4. (P) - Process skills error (student chooses a correct method but makes errors
in their steps)
5. (E) - Encoding error (student is unable to express their final answer in an
acceptable form, e.g. correct units)

NEA also identifies careless errors (X) as just being a minor mistake. To account
for these types of errors, it would be suitable for a student to answer the written
questions twice before being asked the sequence of Newman questions (White,
2005). Students can get questions wrong for all different reasons. This is why
NEA is useful for teachers as it helps to consider the different aspects of
answering a question that a student will struggle with.
Teachers simply spoon-feeding mathematical techniques and procedures to their
students is not enough for them to perform well according to research findings.
Approximately 60% of student errors occur before the student even reaches the
process skills level (Clements & Ellerton, 1996). This indicates that reading and
understanding the question and choosing a correct method to use is the greatest
struggle for most students.

Applying NEA to Student 3 (Shorya)

As the lowest scoring of the three students, I chose to apply NEA to the seven
questions that Shorya answered incorrectly. I did this by interviewing him about
each of his responses to these questions in accordance to the five-step NEA
procedure and determined what aspect of the question it was he struggled most
with.

By applying the NEA to Shorya, I found that of the seven errors he made in the
test, two were comprehension errors (Q5 & Q32), one was a transformation
error (Q29), and four were process skills errors (Q22, Q26, Q28 & Q30). He made
no reading errors, encoding errors or careless errors. In juxtaposition to what
prior research suggests, Shorya made three of the seven errors before the
process skills stage. This indicates that he struggles in comprehending some
questions and choosing a method to use. However, the four process skills errors
he made tell us that he may know a method to use, but makes mistakes in his
steps.

Below is an outline of the Newman questions I asked Shorya regarding five of the
seven test questions he answered incorrectly, his responses, and the
corresponding type of error he made.

Question 5
ME: Can you please read the question for me?
SHORYA: [reads the question correctly, clearly and confidently]
ME: What is the question asking you to do?
SHORYA: It wants us to find the greatest and longest length between stations.

Error: Comprehension (C)

Justification: The question asks for the station where runners make the greatest
change of direction, not for the longest length between stations.

Question 22
ME: Can you please read the question for me?
SHORYA: [reads the question correctly, clearly and confidently]
ME: What is the question asking you to do?
SHORYA: It asks us to find Jill’s street.
ME: What method will you use to solve the question?
SHORYA: I will use basic knowledge of the directions of north, south, east and
west.
ME: Please show and explain your steps to the solution?
SHORYA: I look north of the park and west of the school so it is Bonnel St.

Error: Processing (P)

Justification: Shorya comprehended what the question was asking, however he
completely ignored the first line of the question that says the street must run
north-south. This led to him selecting Bonnel St instead of Adams St.

Question 26
ME: Can you please read the question for me?
SHORYA: [reads the question correctly, clearly and confidently]
ME: What is the question asking you to do?
SHORYA: You need to convert one currency to the other.
ME: What method will you use to solve the question?
SHORYA: Look at the graphs and follow the line.
ME: Please show and explain your steps to the solution?
SHORYA: First convert 50 British pounds to get 125 Australian dollars using the
first graph. Then follow the line on the second graph from 125 dollars to get 125
Brunei dollars.

Error: Processing (P)

Justification: On the second graph, Shorya followed the line from 125 Brunei
dollars to mistakenly try and get an answer in Australian dollars. He should have
followed the line from 125 Australian dollars to get a final answer of 150 Brunei
dollars.

Question 29
ME: Can you please read the question for me?
SHORYA: [reads the question correctly, clearly and confidently]
ME: What is the question asking you to do?
SHORYA: Point out where the third quarter is on this line.
ME: What method will you use to solve the question?
SHORYA: Divide the line into two parts; from zero to one, and then from one to
two. Then pick the closest one to three quarters.

Error: Transformation (T)

Justification: Shorya divided the entire number line into two parts and then
picked the number closest to 1.5 instead of ¾ as he thought that he was
supposed to find the point at three quarters of the line, rather than the actual
value of three quarters.

Question 32
ME: Can you please read the question for me?
SHORYA: [reads the question correctly, clearly and confidently]
ME: What is the question asking you to do?
SHORYA: I don’t know what I’m supposed to find.

Error: Comprehension (C)

Justification: Shorya did not understand at all what the question was asking him
to find.
From a teacher’s standpoint, we can aim to help Shorya improve by considering
the particular errors he has made as detected by NEA. It is important to
remember when teaching, not to simply hand out mathematical processes or
formulas to students without first properly explaining the background on why
they are used so that students can then know exactly when to apply them. This is
the equivalent of purchasing Ikea furniture, receiving all of the tools and
materials needed to build it, but not having the instruction manual.

Assessment can also be used to assist learning and teaching as it provides the
teacher with information on not only if students are able to solve questions, but
to identify exactly where the students are struggling with the question: whether
its reading, comprehension, transformation, process skills or encoding errors.

References

Clements, K., & Ellerton, N. (1996). The Newman Procedure for Analysing Errors
on Written Mathematical Tasks. The University Of Newcastle: Faculty
Of Education.

White, A. (2005). Active Mathematics In Classrooms: Finding Out Why Children

Make Mistakes – And Then Doing Something To Help Them. Square
One, 15(4), 15-19.