SENA Assessment Interview, Response and Analysis

Informed Parental Consent

Child’s Profile

The child I have assessed for the purpose of this assignment is my cousin. He
is four years and two months old, and will be beginning Kindergarten in late January
2016. The child is the older of two children; he has a little sister who is two years and
six months old, and mother and father whom both work full time and live together at
their family home. The child’s mother is a primary school teacher and has exposed
him to early primary mathematics as he has shown signs of enthusiasm, ability and
potential of understanding early stage one mathematical concepts. The child spends
four days a week in private childcare along with a small group of children ranging
from infancy to pre-school age, including his younger sister.

The child is highly affluent when comprehending academic concepts both

logical and analytical, however in social environments including children his own
age, he can often struggle, as he is hesitant to join in group play and other settings of
social interaction. This circumstance has led the child to develop insecurities and a
lack of confidence when participating in activities. As a result, I have suggested
activities for this child that include visual and concrete materials, and that are to be
carried out in pairs, in small groups, or as a class (Woolfolk & Margetts, 2010).

Throughout the assessment the child demonstrated a wide range of ability to

approaching mathematical concepts, for example the child could not identify
numerals greater than ten, however was able to give the following numeral for a few
numbers between 20 and 30 without hesitation. In conclusion I have assessed the
child’s level of ability at a mostly perceptual level in relation to the Learning
Framework in Number (NSW Department of Education and Training, 2009). The
child demonstrated abilities of learning at a figurative level when elicited, however I
would recommend that the child continues to learn at a perceptive level of
understanding to build his confidence and ensure fundamental understandings of
number and counting in preparation for future mathematical learning (Booker, Bond,
Sparrow & Swan, 2014).

Kate Addison Student #17249166

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SENA 1 Report Age: 4 Stage: Pre-school

Aspect to be developed Where are they now? Where to next?
Numeral 1-10 (Level 1) 1-20 (Level 2)
Identification Child could not identify Identify numbers to 20.
numbers over 10. Child Child is sometimes
made mistakes when familiar with numbers
shown similarly visual over 10 and requires
numerals such as repetitive practice in
mistaking 6 for 9, and 0 number sequencing to
for 6. However, the improve memory. The
child was quick to child showed
correct his mistake. capabilities of
identifying numbers
over 10 when further
elicited.
Outcomes and How? Why?
indicators
MAe-3WM Focus: To become This activity will assist
Uses concrete materials confident with numbers the child in becoming
and/or pictorial from 1-20. familiar with numeral
representations to identification by
support conclusions. Teaching Point: Ensure familiarising number
repetitive practice and, words with symbols,
MAe-4NA provide oral, visual and and developing
Counts to 30, and concrete materials to mathematical language.
orders, reads and assist learning.
represents numbers in Students must be able
the range 0 to 20. Consolidation: Numeral to identify numerals
(New South Wales Cards. Class activity consistently in order to
Board of Studies, (Department of understand the concept
2010). Education and Training, of the number
1999). sequence, and to
develop more efficient
counting on strategies.
(Department of
Education and Training,
1999).

Forward number Facile (10) (Level 3) Facile (30) (Level 4) MAe-3WM Focus: To become These activities both
word sequence Child could count from Count from 1 to 30. Uses concrete materials confident with numbers include visual and
1 to 20 despite missing Child shows confidence and/or pictorial from 1-30. concrete materials that
4 numbers (13, 14, 15 and capabilities of representations to will help the child to
and 16). Child could counting past 10 and support conclusions. Teaching Point: Ensure become familiar and
identify the numbers to identifying some repetitive practice and confident when

Kate Addison Student #17249166

 follow 19 and 27, and numbers beyond 10
numbers below 10 without hesitation,
immediately. therefore must continue
practice of number
sequencing.
MAe-4NA provide visual and identifying numerals
Counts to 30, and concrete materials. and knowing the place
orders, reads and sequence of numbers
represents numbers in Consolidation: from 1 to 30.
the range 0 to 20. Caterpillars, and Fish
(New South Wales Chart. Group activity Children must
Board of Studies, (Department of understand and
2010). Education and Training, demonstrate efficiency
1999). in counting in sequence
correctly, and show
abilities in stating
numbers that follow a
given number, in order
to move onto counting
on strategies.
(Department of
Education and Training,
1999).

Backward number Emergent (Level 0) Initial (10) (Level 1) MAe-3WM Focus: Understanding This activity helps the
word sequence Showed confusion Counting backwards Uses concrete materials concept of sequencing child to build on the
when asked to count from 10. and/or pictorial numbers both forward concept of
backwards from 10, Work on understanding representations to and backwards. accumulation in
possibly did not number sequencing support conclusions. numbers, and
understand what was backwards. Teaching Point: Ensure understanding the
meant by the question. MAe-4NA relative understanding forward and backward
Could only identify Counts to 30, and of numbers descending. number sequencing.
number to follow 5 in orders, reads and
question (33). represents numbers in Consolidation: Floor Students must possess
the range 0 to 20. Walking and Floor knowledge and
(New South Wales Walking Variations. understanding of the

Kate Addison Student #17249166

 Board of Studies, Class activity forward and backward
2010). (Department of sequencing of numbers
Education and Training, to implement and build
1999). efficient counting
strategies for both
counting on and
counting down.
(Department of
Education and Training,
1999).

Subitising Emergent (Level 0) Perceptual (Level 1) MAe-1WM Focus: Recognise The activity will assist
Ability to answer Instantly recognise dice Describes mathematical number of objects in to develop skills in
correctly without patterns without situations using simple patterns. recognising patterns
hesitation however did counting from 1. everyday language, and developing efficient
so by consistently Work on recognising actions, materials and Teaching Point: strategies of counting
pointing to the dots and number of objects in a informal recordings. Facilitate repetitive and addition. The
counting from 1. Was pattern. practise in number exercise provides
hesitant with questions MAe-3WM recognition of simple practise in developing
(45) and (46) when Uses concrete materials amounts of objects. visual prompts to
numbers patterns were and/or pictorial counting small amounts
displayed as separate representations to Consolidation: Look of objects from 1 to 5.
groups on the support conclusions. and Snap. Group These skills will replace
dominoes. (New South Wales activity (Department of the child’s need for
Board of Studies, Education and Training, counting from one.
2010). 1999). (Department of
Education and Training,
1999).

Kate Addison Student #17249166

Early Arithmetic Perceptual (Stage 1) Figurative (Stage 2) MAe-5NA Focus: Understanding This activity will
Strategies Showed confusion Can complete concepts of addition provide the child with
when counters were concealed items tasks Combines, separates and subtraction in revision in
covered, however was but counts from one. and compares relative scenarios. understanding concepts
able to complete the Work on understanding collections of objects, Develop ability to of combing and
task when shown concepts of addition describes using visualise amounts in separating groups of
counters and able to and visualising number everyday language, and order to develop early numbers and number
point to the counters, groups. records using informal arithmetic strategies. patterns. (Department
counting from 1. methods. of Education and
Possibly did not Teaching Point: Training, 1999).
understand the concept (New South Wales Progress ability to
of visualising the Board of Studies, visualise amounts using With repetitive action
counters to answer the 2010). visual and concrete and utility of visual and
question. materials to revise concrete materials the
concepts of simple child will eventually
addition by subitising. develop the ability to
complete relative
Consolidation: Apple exercises by visualising
Turnovers. Partner the task as instructed.
activity (Department of (Furinghetti & Menghini,
Education and Training, 2014).
1999).

Multiplication and Unable to form groups. Level 1 Forming equal MAe-6NA Focus: Ensure This activity will help
Division Was hesitant at first to groups. Uses perceptual Groups, shares and understanding of equal the child to understand
attempt the task. counting and sharing to counts collections of groups and equal the concept of numbers
Formed three uneven form groups of objects, describes using shares. in equal groups and
groups of 3, 4, and 5 specified sizes. everyday language and therefore understand the
counters. Understood Work on concept of records using informal Teaching Point: Apply concept of viewing a
concept of grouping, equal shares. methods. activities that provide group of objects as one
however was unable to (New South Wales revision of equal groups countable item in the
recognise inequality. Board of Studies, and equal shares development of

Kate Addison Student #17249166

 2010). providing visual and understanding
concrete materials. multiplication and
division concepts.
Consolidation: Mail (Department of
Sort. Group activity Education and Training,
(Department of 1999).
Education and Training,
1999).

Kate Addison Student #17249166

 References

Booker, G., Bond, D., Sparrow, L., & Swan, P. (2014). Teaching primary
mathematics (5th ed.). Frenchs Forest, NSW: Pearson Australia.

Furinghetti, F. & Menghini, M. (2014). The role of concrete materials in emma

castelnuovo's view of mathematics teaching. Educational Studies in
Mathematics, 87(1), 1-6. Retrieved from:
http://web.a.ebscohost.com.ezproxy.uws.edu.au/ehost/detail/detail?vid=19&s
id=bb8f5e8e-c96f-4057-88be-
c31fc9e80d6f%40sessionmgr4005&hid=4214&bdata=JnNpdGU9ZWhvc3Qt
bGl2ZSZzY29wZT1zaXRl#AN=97226852&db=ehh

New South Wales Board of Studies. (2010). Mathematics k-10 Syllabus. Sydney,
Australia: Board of Studies NSW.

NSW Department of Education and Training. (1999). Developing efficient numeracy

strategies, stage 1. Australia: Professional Support and Curriculum
Directorate.

NSW Department of Education and Training. (2009). Count me in too. Retrieved:

http://www.curriculumsupport.education.nsw.gov.au/countmein/assesment.ht
ml

NSW Department of Education and Training. (2009). Schedule for early number
assessment 1. Retrieved:
http://www.curriculumsupport.education.nsw.gov.au/countmein/assesment.ht
ml

Woolfolk, A., & Margetts, K. (2010). Educational Psychology (2nd ed.). Frenchs
Forest, NSW: Pearson Australia.

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Kate Addison Student #17249166