EDMA310_360 Evaluating Two Mathematics Assessment Strategies

Evaluating Two Mathematics Assessment Strategies

Chelsea Brennan
Australian Catholic University

Part 1: Fraction and Decimals (Rational Number) Interview

Insights About A Students Mathematical Knowledge And Any Misconceptions
Josh has very little mathematical knowledge of fractions and decimals indicated from the
results and observations made during and after the conduction of the interview. It became
clear very quickly, that Joshs level of understanding of fractions and decimals is at the
enactive-concrete phase of his learning.
Students mathematical knowledge:
Fractions:

Josh had no difficulties writing fractions in fraction notation and correctly verbalised

the name of each fraction encountered.

Josh could correctly identify and name the top and bottom numbers of a fraction as

the numerator and denominator.

Josh correctly and confidently used benchmarking to one half when comparing the
relative size of the fractions and 5/8. He explained that 5/8 is just bigger than one
half because half is 4/8. Estimating the relative size of these fractions drew on that

Josh has some understanding of the concept of equivalence.

Josh does have an understanding that fractions are equal shares. In question 6, he
drew his three pizzas and partitioned them into halves. However the last pizza was
poorly partitioned and did not look like equal shares. Josh fixed this error and made

the visual representation look more equivalent in size.

Josh has an understanding of the relative size of some common fractions. As
illustrated by the pizza problem and his problem solving in question 7.a. When asked
to label the two-thirds of the whole shape he had drawn. He soon realised his error
and said, too big to be 1/3 because 2/3 is larger. He then redrew the whole and
correctly partitioned and labelled 2/3 and 1/3 out of the whole.

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Decimals:

Josh could name some decimal fractions correctly, such as 9 tenths from question

15, conveying more meaning than stating 0.9.

Josh indicated that he is aware of and has a understanding of the value of a specific
digit within a decimal fraction where he correctly compared the decimal fractions
0.087 and 0.87 by identifying 0.87 was larger. He justified his decision by saying,
no tenth number here, so 0.87 is larger than 0.087 because he knew that tenths are
larger than hundredths.

Misunderstandings and possible misconceptions:

Decimals:

Josh was not consistent with correctly naming the decimal fractions as he began
using the language, for example 0.8 instead of 8 tenths, losing some of his
understanding of decimal fractions.

Fractions:

Josh did not understand what the terms numerator and denominator meant. A
perfect example of this was when I had to reword question 2. (e&f) from one
to a whole as Josh did not understand that one was a whole. Throughout the
interview he was not aware that each denominator represented one. In question
5.c Josh placed 6/3 on the timeline near the four. He did this because he realised
6 was larger than 3, and the next whole was four, but it wasnt quite four yet

because it was six away.

Josh over generalised his knowledge of whole numbers and applied this to
fractions. Josh applied his knowledge that higher numbers mean larger
numbers. For example, mean comparing 2/4 and 4/8 he argued that 4/8 was

larger because both the numerator and denominator are larger.

Josh was confused when he encountered improper fractions. He had the
misunderstanding that fractions are only between zero and a whole. When asked
to compare the fractions pairs 2/4 and 4/2 in question 9. (d) he said that 2/4 was
larger because 4/2 is too big err- more than a whole, so you cant really do it.

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Some of Joshs misconceptions/misunderstandings have derived from the use of

a circle model. The circle model was potentially unhelpful for Josh as he

incorrectly answered several questions using it.

Josh could not effectively estimate the relative size of fractions. In question 9
when comparing the fraction pairs, Josh correctly answered some of these
questions, however his explanations were unsatisfactory. Josh was using
incorrect strategies like higher or larger numbers and comparing the
numerator or denominator only.

Critical Evaluation Usefulness Of The Fraction and Decimals (Rational Number)

Interview Strategy For Gaining Knowledge About A Students Current
Mathematical Knowledge
Like all forms of assessments, there are benefits and limitations, depending on their
suitability to the task and the child. Firstly, the Fraction and Decimal (Rational Number)
Interview due to its carefully constructed questions was successful in unearthing to some
degree the mathematical knowledge but most certainly misconceptions the child has or may
develop (as mentioned previously), despite the interview being incomplete. The interview
gained my awareness of some of the inadequate thinking strategies Josh was using to
compare the relative size of fractions, such as higher or larger number when comparing
fractions. This powerful one-to-one interview is useful in targeting this childs specific level
of understanding in future lessons, but most importantly in addressing the misconceptions
this child holds or may develop before it hinders his ability to understand rational numbers.
The information attained from this childs interview can be helpful in assisting future
learning opportunities, not only for this child, but others. As this one child has
misconceptions and a limited understanding of fractions, it may be an indication that others
are experiencing the same issue or perhaps this is a result of poor teaching. The teacher may
need to follow up with other forms of assessment but for Josh and his fellow students a like
need greater experience with all the main concept of fractions, building from a concrete to
eventually the abstract. A great way to teach the concepts and understandings of rational
numbers is through the incorporation and use of technology. Technology assists and
promotes children to construct these concepts and understandings through an inquiry and
problem based approach. Technology would not only benefit Josh and students with a
limited understanding, but also all students as technology can be differentiated as it can also

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be sufficiently challenging.
One major limitation of this assessment is that the insights gained about the childs
current mathematical knowledge and possible misconceptions were attained through a form
of assessment that was clinical and artificial, not to mention timely. The insights may not
yield the childs full mathematical understanding and knowledge of the concepts of the
rational numbers, fractions and decimals. During the interview the child appeared stressed
and I found it difficult to connect with him, as the interview did not allow for human
encounter, which is important for rich assessment. The interview did not let this particular
child make a great start, as his mathematical imagination and learning is at a concrete level,
not iconic or abstract, which the interview questions targeted. The child was not given the
opportunity to disclose is own understanding of what he knows about fractions. This makes
it particularly difficult to use the information gained from the interview to assist in future
planning opportunities for his development of rational number as for conceptual learning to
occur, the child needs to build on what he already knows and the childs entire knowledge
of the topic was not established during the interview.

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Critical Evaluation Of The Usefulness Of Open Tasks For Gaining Knowledge

About Students Current Mathematical Knowledge
Open tasks are an important form of assessment for gaining knowledge about
students current mathematical knowledge and possible misconceptions and/or
misunderstandings. This is because problem-based tasks provide a great deal of what
students know. Open tasks are rich assessment tasks as they engage the learner, allow for
human encounter, connect naturally with what has been taught, and are time efficient and
manageable, as they require minimal assistance by the teacher. Open tasks also cater for
diversity. They allow all learners at the concrete, visual and abstract level of understanding
to start the task, as open tasks have more than one solution and one possible path to the
solutions. These paths include the use of concrete models, visual representations or abstract
methods to finding solutions. The task can be easily extended for those students achieving
criteria beyond or at task accomplished against the set rubric by adding limitations, or
decrease the mathematical complexity for those students achieving criteria of some or little
progress by using numbers from 1-5 instead of numbers 1-10.
Using rubrics to assess students working of open tasks assists the planning of future
lessons as the teacher can see what level of understanding each child has in their class,
evaluating both the students learning and the effectiveness of their teaching. Rubrics allow
teachers to make a holistic judgment of students knowledge and misconceptions and as a
result of this holistic judgment; teachers can categories students knowledge according to
the different levels of conceptual understanding indicated by the rubric. Marking all
students open task attempts against a rubric allows the teacher to critically evaluate and
know whether to increase or decrease the mathematical content of further lessons and tasks
to meet the needs of all students. The teacher can also identify any possible misconceptions
and address them immediately before they hinder students ability to understand the topic in
focus.
For students who are reluctant to attempt any mathematical tasks, have fixed
mindsets or to merely cater for students interests, the teacher may incorporate the use of
technology, such as tablets and calculators when doing open-tasks to make math more
appealing and engaging. The incorporation of technology is important in mathematics as it
promotes problem solving and growth mindsets as well as confidence. As open tasks are a

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form of problem solving, calculators enhance this process (I used a calculator for the
annotated work sample of open task two!)

EDMA310_360 Assignment 2

Name: Chelsea Brennan

Tutorial Group: Thursday 10am-12

Lecturer: ____________________________
Dr Ann Gervasoni Oct 2014