EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 1 of 3

Rational Number Assessment

MICAELA WILSON S00118170
Australian Catholic University
Teacher report on your students Rational Number Knowledge and any
misconceptions (300 words)
Ellas performance in the Rational Number Interview demonstrated some misconceptions and gaps
in knowledge. The particular areas that Ella had difficulty with in the Rational Number Interview
were comparing fractions and identifying equivalence (Question 9) and understanding place value
and the role of zero in decimal numbers (Questions 12, 13 and 15).
It is clear from the data in the interview that Ella has had most exposure and experience working
with part-whole models of fractions. When faced with problems involving fractions as a number
line (Question 5) and fractions as a quotient/division (Question 6), Ella struggled to find a strategy
or method to work out a solution.
Ellas strategies for working with rational numbers clearly emphasise whole number thinking
namely larger numbers mean bigger fractions (Clarke & Roche, 2009). In Question 9, Ellas
responses to the Fraction Pairs task demonstrated this misconception. Interestingly, this mental
strategy actually got her the correct answer in Part C, but when came to Part D, it did not serve her
well: Ella indicated that 2/4 was larger than 4/2 because the bottom number is bigger. This limited
thinking and inappropriate language does not take into consideration the size of the denominators.
Instead, if Ella had used the correct language of two quarters and four halves, then this may
have helped her to visualise and compare the sizes of the parts more accurately, which would likely
have lead her down the path of finding the correct answer (Clarke & Roche, 2009). Clarke & Roche
(2009) further highlight the important role of language in tasks such as Fraction Pairs because it
helps students conceptualise the size of fractions.
Ella needs further support to identify improper fractions. In Question 5 and 7, she did not recognise
that the top-heavy fractions equated to a value greater than 1. Ella recorded that the sum of 6/1 +
1/0 was close to, but not equal to 1. Had she had a clearer understanding of improper fractions, and
the role of the numerator and denominator, she may have noticed that her made-up fractions had a
much higher sum of 7.
In Question 6, it was evident that Ella relied heavily on the textbook procedures or processes for
manipulating rational numbers, rather than using her number sense or creating visual
representations specific to the question. Her method for sharing three pizzas between five girls
involved a division algorithm, where she recorded how many times 3 went into 5 (once with 2
remaining). This lead her to her answer that each girl would get 1 slice, and there would be 2 slices
leftover at the end. It becomes evident in questions that this, that Ella has not yet fully developed
the ability to reflect and check the reasonableness of her responses.

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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 interviews are a type of formative assessment, and come in many forms such as the
one-to-one Rational Number Interview.
What makes interviews so unique is that they require students to explain or justify their task
solutions; thereby giving teachers valuable insight into student thinking and reasoning (The
Australian Association of Mathematics Teachers, 2015). Teachers play a crucial role in questioning
and prompting students to make their thinking visible, whilst also using the skill of observational, or
active, listening (Reys, Lindquist, Lambdin, Smith, Rogers, Falle, Frid, Bennett, 2012).
According to the AAMP (2015) some of the benefits of using interviews as an assessment tool are
that they allow teachers to identify errors or misunderstandings, identify strategies and reasoning,
detect misconceptions, observe the use of representations or materials and identify strengths or the
need for additional challenge. The AAMP (2015) also listed the provision of immediate,
constructive and instructive feedback to the student as an advantage of using interviews, however I
would argue that this not always the case. Some one-to-one interviews (such as the Mathematics
Assessment Interview conducted in EDMA202) require a strict dialogue or script to be followed,
where teachers are discouraged from giving feedback or offering alternate explanations for tasks
due to fear of interfering with diagnostic results (Clarke, Roche, & Mitchell, 2011). If this is the
case, it could be questioned whether the student being interviewed is actually learning anything in
the process due to the teacher not actually being allowed to teach if natural opportunities arise
during a task.
The other main limitation of using interviews as an assessment strategy is that they are somewhat
time-consuming to implement. If a teacher wanted to use a one-to-one interview in the classroom,
then there are repercussions for the rest of the students and their learning in that period of time.

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 1 of 3

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 tasks with rubrics are another type of formative assessment. Open tasks are those with
multiple solutions or multiple strategies/pathways to the solution (Clarke, Downton, Gervasoni,
McDonough & Sexton, 2015). They require deeper thinking and problem-solving, rather than
merely recalling a fact or applying a formula (Reys, et al. 2012; Clarke, Downton, Gervasoni,
McDonough & Sexton, 2015). A rubric is a set of guidelines that helps teachers fairly and
holistically assign scores and make judgements on the quality of students work (Downton, Knight,
Clarke & Lewis, 2013). However, students are not the only people who can assess according to the
rubric. Peer and self-assessment are also valuable strategies that promote reflection, self-awareness
and self-evaluating. Reys et. al (2012) makes a good point that students are often the best assessors
of their own work.
Research has shown that teachers who expect success are more likely to produce students who
succeed (Sullivan, 1997). Using rubrics, or criterias, in the classroom is a practical, effective way
teachers can communicate these high expectations and standards, not only to the children, but also
to parents. The Australian Association of Mathematics Teachers Inc. (2008) recommends assessing
in ways that are clear and transparent to students, and rubrics cater for this by informing children
from the start what they need to do to be successful.
Open tasks are characterised by a sense of choice. Students have responsibility and control over
how they approach a task, and develop reasoning skills when they explain and/or justify why they
chose a certain method over another (Roche, 2015). Creative thinking is also promoted (Roche,
2015). Rich learning also occurs when students share and discuss their preferences, because it
allows children to compare and contrast, make connections, identify new and alternate new ways of
working and thinking (Sullivan 1999, in Clarke, Downton, Gervasoni, McDonough & Sexton,
2015).
Open tasks with rubrics are an efficient assessment strategy because they are accessible to students
of all different abilities, allowing each and every child an opportunity to make a start and show the
teacher what they can do (Ferguson, 2009). Another benefit of using an open task with a rubric as
an assessment approach is that it ensures consistency in scoring, which is important for moderation
purposes. Teachers have a clear formula or checklist to follow to assign scores, so it helps to
eliminate personal bias. Rubrics can be used across a variety of tasks and task types in a range of
content areas, not just mathematics (Downton, Knight, Clarke & Lewis, 2013).

A limitation of open tasks with rubrics is that they demand a certain amount of teacher
diligence and effort, simply because every task requires its own specific rubric.

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 1 of 3

REFERENCES:
The Australian Association of Mathematics Teachers Inc. (2008). Position Paper on the Practice of
Assessing Mathematics Learning. Adelaide, South Australia.
The Australian Association of Mathematics Teachers Inc. (2015). Assessment: Task Based
Interviews. Top Drawer Teachers: Resources for Teachers of Mathematics. Retrieved 25/08/15 from
http://topdrawer.aamt.edu.au/Fractions/Assessment/Assessment-approaches/Task-based-interview
Clarke, D. & Roche, A. (2009). Students' Fraction Comparison Strategies as a Window into Robust
Understanding and Possible Pointers for Instruction. Educational Studies in Mathematics. 72, (1).
127-138. Springer.
Clarke, D., Roche, A., & Mitchell, A. (2011). One-To-One Student Interviews Provide Powerful
Insights and Clear Focus for the Teaching of Fractions in the Middle Years. The Australian
Association of Mathematics Teachers (AAMT). Fractions: Teaching for Understanding. 2341.
Clarke, D., Roche, A., & Mitchell, A. (2008). 10 Practical Tips for Making Fractions Come Alive.
Mathematics Teaching in the Middle School. 13, (7). 373-379.
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an Open-Ended Task. Catering for diversity in the mathematics classroom. EDMA310 Week 3
Lecture, 2015. Australian Catholic University: Melbourne, Victoria.
Downton, A., Knight, R., Clarke, D., & Lewis, G. (2013). What is in this book and how might these
materials be used? Mathematics Assessment for Learning: Rich Tasks and Work Samples (2 nd
Edition). Australian Catholic University: Melbourne, Victoria.
Ferguson, S. (2009). Same Task, Different Path: Catering for Student Diversity in the Mathematics
Classroom. Australian Primary Mathematics Classroom. 14, (2). 32-36.
Reys, R., et al (2012). Ways to assess students learning and disposition: interviews and
performance tasks. Helping Children Learn Mathematics (1st edition). Chapter 4: Assessment:
Enhanced Learning and Teaching. 70-80. John Wiley & Sons Australia, Ltd: Milton, Queensland.
Roche, A. (2015). Mixed Ability Teaching: Open Tasks and Problem Solving. EDMA310 Week 3
Tutorial, 2015. Australian Catholic University: Melbourne, Victoria.
Sullivan, P. (1997). Mixed Ability Mathematics Teaching: Characteristics of Suitable Tasks.
Learning Matters. 2, (3). 20-23