EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 1 of 3

Rational Number Assessment

Georgia Boyd S00135353
Australian Catholic University
(Total Word Count: 1,231)

Teacher report on your students Rational

Knowledge and any misconceptions (300 words)

Number

Amy is able to compare and order fractions appropriately and determine

equivalence and non-equivalence. She demonstrates higher order thinking in
her ability to solve fraction operations through her strategies such as
comparison of numerators and denominators and using benchmarks to and
1 as aids in her solving. Amy is aware of the part whole concept and displays a
firm understanding such as her ability to recognise that the higher the
denominator, the smaller the parts of the whole will be. She is able to compare
fractions and point out which is larger/smaller with ease, although she does
seem to have trouble with certain fractions such as 3/7 and 4/9. When asked to
construct a sum using fractions, Amy had little issue in completing the task,
again using the size of the denominators and numerators as a guide as to the
relative size of each part of the whole that the fractions represented and using
this information for comparison.
Decimals seem to cause some difficulty for Amy as she displayed a lack of
understanding of how to recognise, name and write decimals from fractions or
words. For example, when asked for two tenths, to be written as a decimal Amy
wrote 2.0. This demonstrates that she was having trouble with place value and
also in determining what the fraction would look like as a decimal. However,
she is quite capable of ordering and comparing decimals and choosing correctly
which decimal is larger out of two, i.e. 0.087 and 0.87 where she correctly
selected 0.87 to be the larger decimal. This displays that she understands the
relative size of decimals and is able to treat them as being a part of a whole
number rather than as two whole numbers separated by a decimal point. Amy

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 1 of 3

had some difficulties in explaining the reasoning behind the strategies she used
particularly in regards to tasks involving decimals. Many times when she was
asked questions such as Can you explain to me how you did that? Amy gave
the response of I dont know or Im not sure how I did it.

Critical evaluation of the usefulness of mathematics

interviews for gaining knowledge about students current
mathematical knowledge that can be used to plan future
learning opportunities. Be sure to draw on relevant research
literature to support your evaluation. (400 words)
Mathematics Assessment interviews are a useful tool for teachers to use as a
form of assessment. The use of a one on one interview can greatly enhance a
teachers knowledge of individual understanding of mathematics and of
childrens mathematical learning in general as it has the capacity to identify,
describe and account for cognitive processes (McDonough, Clarke and Clarke,
2002). Conducting a one on one interview with a child allows for a teacher to
focus solely on them, which allows for more detailed assessment to be made
on that particular student. It is a way in which teachers can gather evidence of
what a student knows and what they are capable of doing in terms of their
mathematical awareness. Mathematics assessment interviews provide versatile
and conceptual mathematical tasks that allow for students to demonstrate
their abilities to use strategies and solve mathematical problems (Perry, Lowrie,
Logan, MacDonald, Greenlees, 2008). These tasks along with the results from
each student can help teachers with planning for future lessons and units.
Mathematics Interviews also reveal to teachers any misconceptions about
mathematic concepts that students may have, which the teacher can then
explore and find ways in which to help the student in their learning of that
particular concept (Perry et. al 2008).
Some students may feel pressured to get the answer correct when they are
being interviewed, which may lead to misleading results. A student may
experience some anxiety about being in such a situation and thus a
mathematics interview may not be an effective strategy to use on all students.
It is also a long process, which may result in questionable results due to the
student perhaps becoming tired and unengaged In order to use this

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 1 of 3

assessment strategy for further learning, a teacher must be able to take the
assessment and use it effectively. Assessment data can be a powerful tool to
enhance learning. It is not only beneficial for the student, but also for their
teacher, in evaluating their current teaching and future teaching practices.
Contemporary assessment, such as the mathematics interview, provides a
more comprehensive, rich and multi-dimensional account of what students
know and understand (Even, 2005). In order for assessment to be effective in
planning future learning, a teacher must be able to make sense of what they
have found and mathematics assessment interviews are quite easy to
interpret, which is beneficial for teachers.

Critical evaluation of the usefulness of Open Tasks with

Rubrics for gaining knowledge about students current
mathematical knowledge that can be used to plan future
learning opportunities. Be sure to draw on relevant research
literature to support your evaluation. (400 words)

Open-ended tasks are a fantastic way of gathering in depth evidence of a

students learning of mathematics. They enable a student to demonstrate the
full extent of their learning of mathematics, including application, reasoning,
thinking and problem solving (AAMT, 2008 p.3). This also allows for a teacher
to gain valuable insight into the learning and understanding of each student in
their class and to determine what each student excels at and has challenges
with, in order to inform and plan future learning. An open task also gives
teachers an opportunity to obtain information about various aspects of
students learning through the use of different strategies, which in turn helps to
maximise the opportunities for students to show what they know and can do
(AAMT, 2008 p.3). Being aware of what your students know and what they are
capable of is extremely important for teachers. An open task is also extremely
versatile in that it can be altered and adapted to suit student needs, whether
they require extension or support in their learning. Open-ended tasks cater for
diversity in the classroom as they have a range of possible answers and
strategies that can be used to solve them and as such, accommodate for

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 1 of 3

students who are having difficulties (Zevenbergen, Mousley, & Sullivan, 2001).
Appropriate assessment that promotes rich, deep thinking and reasoning such
as an open task, allows for teachers to not only inform themselves of their own
teaching, but also, most importantly, of the learning being experienced by the
students. The use of rubrics with open tasks, enable teachers to take
constructive, learning oriented action on assessment information. A rubric
provides a clear and structured guide for assessment and as such is a useful
tool to include when assessing open tasks. They also ensure consistent
assessment of all students, ensuring they are all assessed according to the
same criteria, enabling equitable instruction and feedback. Open tasks also can
support students development of their mathematical interests by keeping
them engaged, curious and challenged (Ferguson, 2009 p.33). A standard
maths test such as a mastery test, does not allow for students to express their
mathematical ideas or provide them with flexibility in their answers and
solving. These tests have questions that simply have one answer and it is
either right or wrong. The focus is only on the answer to the problem, not how
the answer was arrived at. Open tasks challenge this by prompting students to
create new strategies of solving as there is no right or wrong answer and the
task is very flexible (Ferguson, 2009 p. 33). This allows for students to build
capacity for mathematical thinking and reasoning and also extends them in
terms of their problem solving skills. Open-ended tasks have the capacity to
form the basis of a lesson or unit of work, through which the teacher, can
assess what is being produced by students in an informed and effective
manner (Zevenbergen et.al, 2001).

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 1 of 3

References:

The Australian Association of Mathematics Teachers Inc. (AAMT) (2008).

Position Paper On Assessing Mathematics Learning. Retrieved from
http://leo.acu.edu.au/pluginfile.php/918560/mod_resource/content/1/AAM
T%20Position%20paper%20Assessment%20.pdf

Even, R. (2005) Using Assessment to Inform Instructional Decisions: How

Hard Can it Be? Mathematics Education Research Journal. Vol. 17, (3), p
45 61. Retrieved from http://download.springer.com/static/pdf/408/art
%253A10.1007%252FBF03217421.pdf?
auth66=1408324257_919c0f49bff0f0fd5631e89c4afed285&ext=.pdf

Ferguson, S. (2009). Same task, different paths: Catering for student

diversity in the mathematics classroom. Australian Primary Mathematics

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 1 of 3

Classroom, 14(2), 32-36. Retrieved from

http://leo.acu.edu.au/mod/resource/view.php?id=722477

McDonough, A., Clarke, B., Clarke, M. D(2002) Understanding, Assessing

and Developing Childrens Mathematical Understanding. International
Journal of Educational Research. Retrieved from
http://www.sciencedirect.com.ezproxy1.acu.edu.au/science/article/pii/S08
83035502000617

Perry, B., Lowrie, T., Logan, T., MacDonald, A., Greenless, J. (2008 2011)
Assessment Beyond All: The Changing Nature of Assessment. Research
in Mathematics Education Australasia. Retrieved from
http://link.springer.com.ezproxy2.acu.edu.au/book/10.1007/978-94-6091970-1/page/1

Zevenbergen, R.; Mousley, J. and Sullivan, P. (2001) Using open-ended

tasks for teaching, learning and assessment. Teaching Mathematics. Vol.
26 (1), p. 7-10. Retrieved from
<http://search.informit.com.au/fullText;dn=109058;res=AEIPT>