1

EDMA310 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1

Rational Numer Assessment
Tan!a "alencic #00122203
Australian $atholic %ni&ersit!
Re'ort
Amy* determined the fraction of a given whole, but struggled when the
whole was changed in the task. Amy identified two fractions in a collection and
mentally calculated a fraction of a whole number. She understands how to
compute a fraction of a fraction, however mentally struggled to calculate the
correct answer. Amy ordered fractions between 0 and 2 and drew fractions on a
number line. She clearly explained how she would eually share three pi!!as
between five girls and drew the whole when given a fraction. Amy constructed a
sum using two fractions that were close to, but not eualing one. She identified
the larger fraction out of pairs using efficient strategies, however struggled with
"#$ and %#&, deciding they were euivalent. Amy identified numbers on a
number line, saying them in fraction form. She struggled with providing a
number between 0.' and 0.'' and had no understanding that there are an
infinite number of possibilities between any two decimals. Amy made tenths and
thousandths decimals into fractions and converted a shaded grid into two
fractions, a decimal and a percentage. She compared decimal pairs from 0.0(%
to 0.&, choosing the larger in each pair. Amy has a misconception with
multiplication and division of decimals and was unable to divide a whole into a
decimal. She struggled with determining the best value between two options.
Amy calculated one way to write a uarter of a percent, but could not represent
another way. She had trouble understanding how to work out what '00) was,
when given the answer of '2*). Amy was unable to solve an euation when
given a ratio. Amy used effective estimation strategies when given the price of a
kilogram and asked to estimate a fraction of that kilogram, however calculated
inefficiently, choosing the incorrect operation.
*Amy is a fake name used to protect the student
+anya ,alencic S00'2220"
FOCUS AREA 5.5
and 5.4:
This report is a way
of reporting student
learning to
parents!arers. "t
also de#onstrates
#y a$ility to
interpret student
assess#ent data to
e%aluate student
learning and #odify
tea!hing pra!ti!e.
FOCUS AREA 5.&:
This assess#ent
de#onstrates an
understanding of
assess#ent
strategies to assess
student learning.
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EDMA310 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1
$ritical e&aluation of a #athe#ati!s inter%iew as an
assess#ent strategy
According to ,an de -alle, .arp and /ay0-illiams, 120'02 mathematical
assessment should inform the teacher of the students3 mathematical content
knowledge, mathematical processes used and students3 disposition towards
mathematics 1p.%(2.+his assessment interview would be efficient in informing
the teacher of all three of these outcomes. +his assessment interview would be
very successful in informing future teaching as it enables you to identify any
misconceptions students have, which can then be addressed in future learning
14larke 5 -ilson, '&&$, p. *$$2. 6ne of the important parts of this interview is
getting students to explain how they got their answer7 this is known as
mathematical reasoning. 8athematical reasoning helps students3 to 9develop or
refine their ideas as they explain and :ustify their thinking; 1-hitenack 5 <ackel,
2002, p.*2%2. =n numerous uestions the student is reuired to explain how they
got their answer, providing the teacher with an insight into the mathematical
processes used. 8cAloon, >obinson 5 ?abinowic! 1'&(%2 talk about
interviewing students on mathematical topics as being beneficial, as it provides
teachers with a higher understanding of students3 mathematical content
knowledge and the processes used to solve a uestion 1p. 222. +he interview
also gives the students a positive outlook towards mathematics as >eys,
?induist, ?ambdin and Smith 1200%2 explain, in a successful interview teachers
build a 9rapport with the child, @acceptA responses without :udging, and
@encourageA the child to talk and explain; their answers, leading to a positive
experience with mathematical assessment 1p.%&2.
+anya ,alencic S00'2220"
3
EDMA310 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1
('en Tas) sam'le
+anya ,alencic S00'2220"
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EDMA310 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1
Ruric
#core
+anya ,alencic S00'2220"
FOCUS AREA
5.': This
se!tion shows
that " ha%e
!reated a
ru$ri!(
ena$ling
!onsistent and
!o#para$le
)udg#ents of
students who
underta*e
open tas*.
5
EDMA310 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1
*
+oes
,e!ond
Student showed all correct solutions.
Student clearly showed workings outs and used more than one strategy to solve the problem with clear
annotations into students thought processes.
Student clearly explained whether they found all solutions with clear :ustifications
-
Tas)
accom'lish
ed
Student showed all correct solutions.
Student clearly showed workings outs with clear annotations into students thought processes.
Student clearly explained whether they have#haven3t found all solutions with clear :ustifications.
3
#ustantial
.rogress
Student showed most correct solutions.
Student showed workings outs, annotating students thought processes.
Student explained whether they have#haven3t found all solutions.
2
#ome
.rogress
Student showed some correct solutions.
Student showed workings outs.
Student explained whether they have#haven3t found all solutions.
1
Little
.rogress
Student showed incorrect solutions.
Student did not provide workings outs.
Student unable to explain whether they have#haven3t found all solutions.
+anya ,alencic S00'2220"
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EDMA310 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1
$ritical E&aluation of Open Tas*s
According to Suillivan, Briffioen, Bray and Cowers 1200&2, 9open0ended
tasks have multiple possible answers, they prompt insights into specific
mathematics through students seeing and discussing the range of possible
answers; 1p.*2. Dsing open0ended uestions allow opportunities for students and
teachers to think about mathematics in various ways 14hristiansen 5 -alther, as
cited in Suillivan et al., 200&, p.$2. 6pen0ended tasks reuire students to use
problem solving skills, and as they use their problem solving skills they tend to
explore 9important mathematical ideas, nurture persistence, and reinforce the
need to understand and use various strategies, mathematical properties, and
relationships; 1+he Eational 4ouncil of +eachers of 8athematics, =nc., 200",
p.ix2. >ubrics are a great way in assessing open0ended tasks as they relate to
what the students can do or what they have learnt in a task 1Bough, 200F, p.'22.
>ubrics are 9explicit, structured criteria used for assessing and scoring a
particular type of performance; 14!ekanski 5 -olf, 20'", p.$2. 8axwell 120'02
explains that a rubric doesn3t :ust tick off a list of things that have been
accomplished by the student, but rather displays the uality of their work against
the criteria set 1p."$2. Bough 1200F2 talks about rubrics being beneficial for
students as it allows them to access the criteria in which they are going to be
assessed against, leading towards more fair and open opportunities for students
to succeed in the mathematics classroom 1p.&2.
+anya ,alencic S00'2220"
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EDMA310 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1
Re/erences
4larke, G. 8., 5 -ilson, ?. 1'&&$2. ,aluing what we see. The Mathematics
Teacher, 871%2, *$20*$*. >etrieved from
httpH##search.prouest.com.e!proxy2.acu.edu.au#docview#20$F0(%2$#fullte
xtCGI#'"IG*G%*$&'2I%I(0&2#'JaccountidK('&$
4!ekanski, .. L., 5 -olf, M. >. 120'"2. Lncouraging and Lvaluating 4lass
Carticipation. Journal of University Teaching & earning !ractice, "#1'2, '0
'". >etrieved from httpH##ro.uow.edu.au#cgi#viewcontent.cgiJ
articleK'2%05contextK:utlp
Bough, N. 1200F2. >ubrics in assessment. $inculum, %&1'2, (0'". >etrieved from
httpH##search.informit.com.au.e!proxy2.acu.edu.au#full+ext7dnK'$&'$(7res
KAL=C+
8axwell, S. 120'02. Bood, better, bestH the use of rubrics for graded assessment.
Teacher, '"'1Nune#Nuly2, "$0"(. >etrieved from
httpH##search.informit.com.au.e!proxy2.acu.edu.au#full+ext7dnK'($%0*7res
KAL=C+
8cAloon, A., >obinson, B. L., 5 ?abinowic!, L. 1'&(%2. Assessing Ior ?earningH
+he =nterview 8ethod. The Arithmetic Teacher, &(1"2, 2202". >etrieved
from httpH##www.:stor.org.e!proxy'.acu.edu.au#stable#$''&$2*$
>eys, >. L., ?induist, 8. 8., ?ambdin, G. ,., 5 Smith, E. ?. 1200%2. Oelping
children learning mathematics 1(
th
ed.2. Eew <ork7 Nohn -iley 5 Sons.
Sullivan, C., Briffioen, 8., Bray, O., 5 Cowers, 4. 1200&2. Lxploring open0ended
tasks as teacher learning. Australian !rimary Mathematics )lassroom,
"%122, $0&. >etrieved from
httpH##web.ebscohost.com.e!proxy'.acu.edu.au#ehost#pdfviewer#pdfviewer
JsidKaFf""F"$02%c20$''00&0e$0e%f&a2b('F0d
+anya ,alencic S00'2220"
8
EDMA310 Mathematics: Learning and Teaching Mathematics 2, 2013 Assignment 1
)$0sessionmgr'05vidK25hidK'2
+he Eational 4ouncil of +eachers of 8athematics, =nc. 1200"2. +eaching
mathematics through problem solvingH prekindergarten0grade F. DSAH +he
Eational 4ouncil of +eachers of 8athematics, =nc.
,an de -alle, N. A., .arp, .. S., /ay0-illiams, N. 8 120'02. Llementary and
middle school mathematicsH +eaching Gevelopmentally. 1%th ed.2. /ostonH
Cearson.
-hitenack, N., 5 <ackel, L. 120022. 8aking mathematical arguments in the
primary gradesH +he importance of explaining and :ustifying ideas.
Teaching )hildren Mathematics, 81&2, *2$0*2%. >etrieved from
httpH##go.galegroup.com.e!proxy'.acu.edu.au#ps#i.doJidKBA?L
)%4A(*&'F*205vK2.'5uKacuni5itKr5pKA6EL5swKw

+anya ,alencic S00'2220"