Assignment: 1 - EDF2021

Reflection and Analysis:

Interview one:
Name: Harry
Age: 7
Year: 3
Upon Interviewing Harry its evident that Harry had developed early number sense in counting (Reys,
et al, 2012). This is because Harry successfully was able to count all 24 teddies contained within the
cup and successfully completed all of section A of the Maths Online Interview (Clarke, Cheeseman,
Gervassoni, Gronn, Horne, Mc Donough et al, 2002). Therefore its evident to suggest that Harry
has had been exposed to learning the sequence of number names during his years at school (Clarke,
Cheeseman, Gervassoni, Gronn, Horne, Mc Donough et al, 2002). Whilst also learning about
classification, sorting, matching and comparing objects (Reys, et al, 2012). With this in mind Hunting
and Mousley, (2010) state a childs ability to think mathematically begins from birth. Therefore Harry
had been learning the ability to count all his life. Harry was also able to complete question A, because
he had had developed rote learning this being the ability to say numbers words in a sentence, and
using his knowledge of counting collections (Reys et al., 2012).This meaning Harry used his
understanding of saying numbers in correspondence to indicating objects (Reys et al., 2012). Harry
however often paused when counting forwards and backwards moving from decades in question two
of section A of the interview. Therefore Harry even though he has a good grasp of number sense is
still consolidating number patterns (Reys, et al, 2012).
Within Section B Harry demonstrated a good understanding of place value. This included being able
to successfully bundle and explain how he gathered Popsicle sticks to equal 36. Its clear to assume he
had the ability to subsidize. This is because Harry was able to recognize that there were bundles of ten
and did not consciously count the bundles of ten to determine how many needed (Treacy & Willis,
2003). With this in mind as the interviewer I did tell him that the bundles were lots of ten. Therefore
its hard to determine whether Harrys thinking was linked to subsidizing. This is because, there was
no perceptual subsidizing (Reys, et al, 2012). This being able to recognise the numerosity visually
without counting (Reys, et al, 2012). Though pre grouped and un-grouped objects can helps students
understand place value (Reys, et al, 2012), there was areas within the place value section that Harry
struggled with including Question 15. In which he was not able to correctly subtract 100 less from
3027 and responded with the answer 227. Its evident to suggest that Harry is not quite sure of the
number system and is still learning the role of the zero and the importance of each number represents
an amount (Reys, et al, 2012). Though Harry struggled to answer this question Harry was able to read
out aloud certain capital cities populations with every number in the right place of value (Reys, et al,
2012). However when it came to identifying the correct largest city in Australia, he was unsure and
guessed Adelaide.

Interview two:
Name: Zoe
Age: 7
Year: 2
Zoe in comparison to Harry struggled within Section A of the maths Online Interview. Therefore
unlike Harry may have not been exposed to learning the sequence of numbers (Clarke, Cheeseman,
Gervassoni, Gronn, Horne, Mc Donough et al, 2002). Even though Zoe was unable to answer
certain questions within section A. Zoe was able to successfully answer question one and two. In
order to correctly answer these questions Zoe used counting principals, including understanding that
the teddies can be counted in any order, and that the last teddy counted gives the number of teddies in
the cup. (Reys, et al, 1999). Though this is evident Broody and Wilkins (1999 as cited in Treacy &
Willis, 2003, pg53) state A child may understand that the last number counted is the important but
still have no idea about its quantitative significance. With this in mind Zoe however clearly knew the
quantitative significance of the teddies and knew exactly after counting that there was 24. Therefore
its evident to suggest that Zoe had developed the ability to use counting strategies to solve numerical
problems (Clarke, Cheeseman, Gervassoni, Gronn, Horne, Mc Donough et al, 2002). This includes
understanding conservation of a number, this being aware there is more, less or equal amounts of the
same number (Reys, et al, 2012). These strategies helped Zoe successfully count forwards and
backwards. Therefore its apparent that Zoe had learnt the ordinal of numbers this being the order the
numbers come in (Reys, et al 2012). With this in mind Zoe was unable to correctly identify the
number that comes before 56. Therefore its evident to suggest that Zoe is at stage three of developing
her number sense which includes learning how to count forwards and backwards, skip counting and
more (Reys, et al, 2012). This is because Zoe was unable to complete questions five, six and seven.
Which included counting by 10s and 5s and counting money in which Harry was successfully able to
do. Fuson, Kilpatrick, Swafford & Findell, (2001, as cited in Reys, et al, 2012) highlight that the more
varied a childs learning experiences are the more likely they will learn abstract number concepts from
their experiences. Therefore its evident to suggest the more experiences Zoe is exposed to in
understanding counting the more progress she will make in her development of pre number sense.
In section B of place value Zoe was able to successfully complete questions eight to 13. This included
question nine, using the calculator. Zoe was able to correctly type given numbers and different
numbers and add numbers together. Therefore Zoe was able to use her understanding of matching
numerals to words (Groves & Cheeseman, 1995). Not only did Zoe develop an awareness of matching
numerals and words but was able to correctly identify the missing digit on both the two digit and three
digit charts, however Zoe was unable to recognise what 10 more of 2791 was. Zoe therefore is still
developing an understanding that the position of a digit determines the number being represented
(Reys, et al, 2012). This is because Zoe answered with 301 completing missing the thousands unit and
not understanding the hundred unit changes. Furthermore Zoe also was unable to correctly read out
aloud the populations of cities in Australia. Zoe therefore lacked an understanding of the relative size
of numbers greater than 100 and their value (Reys, et al, 2012). Though this is evident Zoe was able
to correctly identify the 3rd largest city of Australia. In order to understand this question Zoe had an
understanding of reading numbers in different ways and understanding that each number represent a
different amount (Reys, et al, 2012).

What did I learn about clinically interviewing Zoe and Harry as a means of evaluating their
thinking?
From interviewing two children in a clinical maths interview I have noticed that it can daunting and
overwhelming for students in this environment. This is because, this environment puts pressure on
students to accurately answer questions. This was evident as they would constantly look over at my
marking sheet to see what I had written straight after answering a question. Therefore I personally
question whether Harry and Zoes answers would have been different if they were given this task
independently with less involvement from the teacher. As its questionable to how this environment
created is the most effective way of evaluating a students mathematical ability.
Strengths/weakness of the assessment Interview:
Strength- Interviewing students allows a teacher to identify where a student is at in their
development, therefore gives them an indicator on what you must teach.
Weakness- With this in mind though it can give a teacher an understanding of how a student is
progressing in maths, its hard to determine how accurate their answers are in regards to their maths
development. As the theres only limited tasks given on the maths online interview to assess their
ability.
Strength- Gives an outline to how a student thinks and there preferred learning style. Therefore can
help to improve and meet the educational needs of students.
Weakness- With this in mind the interviews are time consuming, therefore this time used means
theres less time for teaching students maths and other curriculum areas.

Planning:
Mathematical focus: Harry
As mentioned within the Analysis Harry needs to work on understanding the worth of numbers and
their place within their value. As Harry struggled with questions contained within Section B that
required him to understand the worth and order of numbers in particular 16D. Therefore Harrys will
focus on developing his mathematical development in understanding the relative size of numbers
greater than 100 (Reys, et al, 2012).
Mathematical focus: Zoe
Zoes mathematical focus however is for her to establish and develop a better understanding of
counting which will also increase her understanding of place value (Reys, et al 2012). In particular
within section A of counting. Zoe was unable to count by 5s, 3s, and 7s starting at certain numbers.
Therefore Zoe must focus on developing stage three of her pre number sense (Reys, et al, 2012).
Counting and place value activities as a class:
In order to meet the learning needs of Harry and Zoe while also meting the mathematical learning
development of all students in the class. Students will be given an opportunity to demonstrate and
improve their counting and place value ability through various activities. This will include a short
engaging activity in which students will count by twos using features of the body that there is two of.
For example 2 eyes, 2 ears, 2 knees. The teacher and the students will count by twos pointing too
these features. Students will then use calculators for the next part of the activity. As calculators are
versatile teaching tools which can improve a childs mathematic ability (Groves & Cheeseman, 1995).
Children can use the calculators to count by 2s, 3s, and 7s. This will also help Zoe understand and
learn how to count from certain numbers. This activity will work by the teacher calling out the
3

number they must multiply by (Reys, et al, 2012). Students will first record their predicted answer and
then check to see what the answer is on the calculator (Reys, et al, 2012). For example the teacher
asks what is 3 x 2? Students must then predict write their answer then use their calculator to find out
the answer (Reys, et al, 2012). This will help Zoe understand what digits change when adding certain
amounts to numbers (Reys, et al, 2012). This will also help Zoe understand how to correctly count by
certain numbers starting at different amounts. Calculators are also a great tool to enrich a childs
number sense without students having limits or boundaries to what Zoe and Harry and the class are
able to understand about counting on their own (Groves & Cheeseman, 1995).
In order to improve Harry, Zoe and all students ability in place value development. An activity using
bean bags and buckets will be used. This activity will work by there being 6 buckets being placed in a
row, with each bucket labelled and signifying a different amount (Julie, 2012). For example bucket
one will be labelled ones, bucket two will be labelled tens, bucket three will be labelled hundreds and
so forth (Julie, 2012). Each student will be given the opportunity to toss 10 bean bags into the buckets
(Julie, 2012). Once the student has tossed their bean bags into the buckets, they will be required to
write down their number, onto their place value charts (Julie, 2012). While each student is waiting for
their turn they will be required to write down their peers scores on their place value chart. (Julie,
2012). Once every student has had their turn and recorded their score, students must then form a line.
Students must place themselves in numerical order from the smallest number to the largest number
(Julie, 2012). This can help students make connections between numbers and how much they
represent (Reys, et al, 2012). This will also help Zoe when saying large numbers as it requires her to
think about the amounts in each tub before writing her score into the correct place on the chart (Reys,
et al, 2012). As its evident from the analysis that Zoe struggles to understand the position of the
number determines the number being represented (Reys, et al, 2012).This activity can also help Harry
develop his visual awareness of number amounts and how there represented when writing them on a
chart (Reys, et al, 2012).This will include Harry understanding the importance of a zero in a number
(Reys, et al, 2012). This is because it requires students to identify the place of each digit of their
number and their peers number in order to successfully place themselves in the correct position.
(Reys, et al, 2012). This activity also develops Zoe and Harrys understanding of number sense as it
requires them to take note of the importance of the front-end digits of the number and the end-digits
of number when ordering themselves in numerical order (Reys, et al, 2012).

By Annaliese Collison

References

Clarke, D. M., Cheeseman, J., Gervasoni, A., Gronn, D., Horne, M., McDonough, A., et al. (2002).
Early Numeracy Research Project: Final report, February 2002. Fitzroy, Victoria: Australian
Catholic University, Mathematics Teaching and Learning Centre. (Section 5.1.3, pp. 124-132)
Groves, J., & Cheeseman, J. (1995). Beyond expectations: using calculators with young children.
Research Information for Teachers, 1 (3), 1-4.Retrieved from: http://moodle.vle.monash.edu
Huntington, P., R & Mousley, J., (2010). When do children begin to learn mathematics? Views
Of pre-school practitioners in regional and rural Australia. Australian Research in Early
Childhood Education, 16(2) 27-38. Retrieved from: http://moddle.vle.monash.edu

Julie (2012, January, 26). Lighting a fire: Place Value toss. [Web log comment] Retrieved from
http:lightafire3.blogspot.com.au

Reys, E., R, Lindquist, M.M., Lambdin, V., L., Smith, L., N., Rogers, A., Falle, JBennet, S.
(2012).Helping children learn mathematics. Milton, Qld: John Wiley & Sons

Treacy, K & Willis, S (2003). A model of early number development. In Mathematics education
Research: Innovation, networking, opportunity: proceedings of the 26 th annual conference of
The Mathematics Education Research Group of Australasia, held at Deakin
University, Geelong, 6th- 10th of July, 2003.