Pupil Assessment Analysis

Lauren Sammon
12/1/14
(Students in 3rd grade)
This assignment was an eye opener for me. I did not expect the responses I received from
my students for the addition and subtraction surveys. Of the four students I interviewed, two
students were on grade level and the other two were struggling in math. Unfortunately, none of
the four students I interviewed seemed to have a solid conceptual understanding of addition or
subtraction. It seemed as though the students were simply regurgitating facts and strategies
theyd retained from direction teacher instruction.
The two students who completed the addition survey were able to write two different
ways of showing the problem 6 + 7. Both were simple ways, one written horizontally and the
other vertically. However, both students with subtraction wrote out two subtraction equations that
produced different answers. One student wrote 13 9 followed by 9 13. The other
completed the standard subtraction equation and followed with a scratch method that produced a
different answer.
Only one student of the four was able to name a strategy to use in case she forgot the
answer to the problem. Her strategy was to use a number line or chart. The other three students
said some form of solve the problem again. Only one student of the four was able to identify a
real-life example of addition or subtraction. His real-life example was to aid in counting money.
The other three students were confused by the question, and appeared to think school was the
only place to use subtraction and addition.
Three of the students were very confused by the write a story problem question. One
student even wrote Once upon a time.. to begin his story problem. Unfortunately, the only
student who was able to write a story problem switched up the numbers in the story problem, so
it didnt quite make sense.
Overall, the average and the struggling students did not have a firm conceptual
understanding of addition or subtraction. I believe all four students need significant instructional
support, specifically by incorporation of the five process standards, in order to understand the
concepts of addition and subtraction.
I believe all four students could benefit from more concrete experiences with addition
and subtraction. We have learned in class, and through our text, that instruction of math concepts

should begin with concrete, then to semi-concrete, and end with the abstract ideas. These
concrete experiences should be done with several representations of the concepts, with a variety
of materials and manipulatives. However, I believe these four students have been consistently
taught the abstract ideas without the concrete experiences first. This has negatively impacted
their collective understanding of addition and subtraction.
To remedy these deficiencies, I would provide the students several opportunities to work
with concrete materials and manipulatives to demonstrate these concepts. I would first provide
them time to explore the materials on their own, and follow by guiding the students toward using
the manipulatives as tools to help deepen their understandings. I would provide the students
several opportunities to explore the manipulatives, and allow for a variety of materials to be used
to demonstrate knowledge.
I was shocked that the students could not think of any real-life situations to apply
addition and subtraction. Only one of the four students could think of a real-life scenario (to
count money). This demonstrates that the students have not had sufficient connections of math to
the outside world. This is one of the five important process standards, and it appears they have
not been exposed to connections on a regular basis.
I would recommend instruction using meaningful tasks with problems designed to relate
to the students lives and experiences. Its important for students to constantly make connections
within math concepts, but to also connect to the outside world. Our text emphasizes the
importance of conveying the significant role math plays in the other core content areas. For this
reason, I would also recommend tying in math concepts with the students instruction in
language arts, social studies, and science.
Since the students regurgitated strategies they were directly told in the past, I think the
students would benefit from instruction guiding them how to invent strategies. The students
should be regularly engaged in activities that allow for multiple entry and exit points so they are
able to devise multiple strategies toward solving. This instruction should also include significant
time for students to discuss and share strategies. It was apparent these four students did not have
experience with inventing new strategies to solve problems.
This brings up another process standard I believe the students former instruction was
lacking: communication. To remedy, I would provide ample time for students to discuss, justify,
and reason problems they solve, instead of just finding an answer and moving on. I think the

students would benefit from more time to focus on the how and why of addition and
subtraction problems, and less on specific procedures.
Overall, I dont believe these students former instruction incorporated the five process
standards effectively. In order to remedy this and enhance the students future learning, I would
recommend heavy incorporation of the five process standards for math instruction. Specifically, I
would focus on representations, connections, and communication. The students need more
concrete experiences with addition and subtraction; direct connections of math to other content
areas, as well as to their personal lives; and opportunities to communicate math ideas with one
another on a regular basis.