1.

Report on students rational number understandings (400

words).

The student interviewed, Casey, struggled with the rational

number interview.
Casey understood fractions as part-whole relations easier than
placing fractions on a number line. In section one- fractions as part-
whole relations, Casey understood the parts of the pie when it came
to common fractions such as 1/8 and 1/4. However, Casey could not
make the same connection when it came to other fractions,
particularly when the pie was cut into different sized parts. For
example, Casey said that Part E in the Mince Pie was 1/5 instead of
1/6, only counting the amount of parts in the pie, not the size of
those parts. Casey understood the set model; counting how many
dots there were all together first and then the shaded dots; however
couldnt link her answer to an equivalent fraction. In question three,
Casey understood how to create a whole fruit loop out of two thirds,
however didnt make the connection that four thirds is more then a
whole, subsequently adding onto the licorice strap instead of
subtracting. This first section of the interview demonstrated Caseys
strength in identifying fractions in part-whole relations, however
displayed a lack of understanding of equivalent fractions and
whether a fraction is less or more than a whole.

These struggles were further highlighted in section two of the

interview-fractions as measures. Casey could not compare and order
common fractions, and locate them on the number line. She also did
not recognise the equivalent fractions in question four.

In section three, Casey was able to solve problems involving

addition, subtraction, multiplication and division of fractions. Casey
drew visuals in order to work out the division of fractions, which
assisted in her understanding and consequently achieved the
correct answer. In section four, Casey used the strategy of
partitioning the pizzas, however could not divide it equally for the
first part of the question. She did partition equally for the second
part.

Casey was particularly strong in section five- rates and ratios,

which again highlights her strength in part-whole thinking and
working with set models. In this section, it helped Casey to visualise
making the cordial when it came to the ratios.

In sections six and seven- fractions working with decimals,

Casey was unable to compare, order and represent decimals. For
example, ordering the decimals from smallest to largest, Casey
recorded 0.5, 0.39, 0.478. Linking to the above misconception,
through these sections, Casey displayed little understanding of the
place value system for decimals. The lack of this foundation, made it
difficult for Casey to correctly add, subtract and multiply decimals.
Despite using the correct addition strategy, Casey achieved the
wrong answer because of lack of rounding up and place value
knowledge (1.3= 0.13). Despite Casey struggling with the rational
number interview, the interview was very informative of the gaps in
Caseys knowledge and how to target these for future instruction.