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

Rational Number Assessment

Sarah Colson
Australian Catholic University
Teacher report on your students Rational Number Knowledge and any
misconceptions (300 words)
Throughout the interview Samuel demonstrated his understanding and skills in relation to fractions
and decimals. Samuel exhibited his understanding of part-whole, concepts as when given the area of
an object, he was able to correctly identify the amount that it represented. Samuel was however less
confident when using improper fractions, this was evident when he was given an object that
represented four thirds and asked to draw the whole. Samuels inability to answer this question
could reflect his misconceptions towards the quantity that fractions represent, and how to
effectively partition objects.
One misconception that was identified was Samuels ability to perceive fractions as a number, as
when asked to place a number on a number line, he was unable to do so successfully. This
misunderstanding further impacted his ability to use fractions in operations, as Samuel was
unsuccessful in forming two fractions, that when added together equaled less than one. Samuel
seemed to understand and comprehend fractions when they were presented as objects and parts of
objects, suggesting that he may need more experiences with using fractions as operations (Clark,
Roche & Mitchell, 2011).
Samuel was quite successful when comparing fractions, and was able to predominantly use
appropriate strategies when doing so. It was encouraging to see that as Samuel explained his
thinking behind his answers, he was able to identify when he had answered incorrectly.
Samuel was predominately successful when reading decimals from a number line, demonstrating
his ability to understand the units between two whole numbers represents smaller units and
decimals. Samuel was unsuccessful in creating decimals that matched a given amount, highlighting
limited understanding of place value. This misconception was further illustrated is a question that
required him to order decimals. Samuel correctly identified zero as the smallest number, and two as
the largest, but found sorting and ordering the decimals more challenging. Samuel did not
successfully identify 1.7 as a larger amount than one, or that the decimals 1.7 and 1.70 represent an
equivalent amount. When comparing decimals Samuel got the first set completely correct, but the
second set all wrong. According to Clarke et al. (2011) this illustrates Samuels misconception that
shorter decimals always result in a larger amount.
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EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 1 of 3

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)
Assessment of mathematics through the process of interviews provides educators with unique
insights into not only the current mathematical understanding that their students have, but also
information for future learning opportunities. Jenkins (2009) explained that when assessing
students understanding and learning in mathematics, it is important to use methods such as
interviews, as they allow you to gain insight into students mathematical thinking. Students
mathematical thinking can be explained as the way in which a student breaks down and understand
mathematics (Empson & Jacobs, 2008). The use of questioning within an interview allows
educators to see the ways in which students make sense of mathematics, the strategies they use and
the explanations and reasonings that they are able to provide (Clarke, Clarke & Roche, 2011).
Sowder (2007) also emphasised that through these interviewing process, educators are also able to
obtain information about how the students learn mathematics, and their attitude and predispositions
towards it.
Some of the unique information that assessment through interviews provides is the verbal
explanations and understanding that can be expressed by the students. The research conducted by
Clements and Ellerton (1995) illustrated how one-to-one interviews can reveal surprising results
and information for educators. The results showed how often students provided the correct
response, on a written test, but when later questioned were unable to explain their thinking or
knowledge of the concept. Contrary to this the results also showed that student may have an
comprehensive understanding of a mathematical topic, but are unable to convey this through a
written test (Clements & Ellerton, 1995).
The information gathered through mathematical interviews plays a crucial role in educators being
able to make informed decisions about their future planning and learning opportunities. The insights
and understanding that educators obtain through the interview can be used to benefit the education
of the students in a number of ways. As Jenkins (2009) explains often mathematical interviews can
highlight and bring attention to mathematical misconceptions that students may have, therefore
enabling them to plan lesson and experiences address these learning needs. The interview process
may also highlight students they need further extension and challenges in order to continue the
development of their mathematical knowledge (Clarke et al., 2011).
As with every form of mathematics assessments, there are some limitations that may deter teachers
from using interviewing as a part of the classroom assessment. Jenkins (2009) highlighted some of
these limitations, including the protocol of interviewing each student individually, which can be a
time consuming process and hard to accommodate within class time. Another possible limitation is
the reluctance of students to express their thinking verbally, which can make analysing and drawing
conclusions from the processes difficult (Jenkins, 2009). Even with these limitations in mind, the
insight and student understanding gained through interview assessment can have a significant
impact of the future learning and development of the students.
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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)
There has been much debate as to the types of mathematical problems best promote student
learning, with many saying that open tasks provide students with the best opportunities to develop
comprehensive and relational understandings of mathematical concepts. Boaler (1998) explained
how open tasks are those that involve students making their own decisions in regards to the way in
which they want to approach a give problem, as they are given the freedom to chose their own
methods and route. It is this unique feature of open tasks that leads many researchers to believe that
these tasks provide teachers with the best insight into their students mathematical knowledge.
These insights include being able to see a students mathematical thinking and processes
demonstrated through the different ways in which they approach and solve the problem (Hancock,
1995).
The features of open tasks allows educators to use a common problem for the class assessment, no
matter what the varying ability levels. As open tasks do not have one definite answer, or one certain
method for solving, students are able to apply and demonstrate their level of understanding and
skills (Kwon, Park & Park, 2006). Kwon et al. (2006) explained the ability to assess the class using
a common problem allows educators to better gage the levels of ability and understanding within
the class, which is crucial information when planning for future lessons and learning opportunities.
Open tasks as a form of assessment also allow educators to see the different strengths in the
students understanding, which will then enable them to continue to extend and challenge them in
these areas (Boaler, 1998). As well as strengths, open tasks can also identify misconceptions or gaps
in the students understanding, which allows educators to plan and implement activities to address
these needs.
Due to the broad and extensive nature of responses to open tasks, they are best paired with a rubric
that allows educators to record results and track future progress and development (Hancock, 1995).
The pairing of open tasks and rubrics provides a way in which educators are able to evaluate
responses, as well as provide further learning opportunities for their students. As there is often a
range of responses given and methods used in open tasks, rubrics provide educators with a tool that
allows consistency when assessing (Hancock, 1995). Hancock (1995) suggests that students are
involved in the process of creating and evaluating the rubric, or that educators should examine the
rubric with the students before engaging in the problem, so that the students have a clear idea as to
what comprehensive response includes.
Although many researchers believe that open tasks with rubrics provide vital information to
educators about their students understanding, researchers have also found limitations that lead
educators more reluctant to use them. The limitations of this form of assessment are all associated
with time, as Hancock (1995) explained how these types of problems take longer to create,
administer and evaluate.
Word Count: 433