EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 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.
Unlike traditional testing, mathematical interviews allow a dialogue between the teacher and
student which allows the teacher to develop an understanding of individual students mathematical
knowledge and thinking (Sammons, Kobett, Heiss, & Fennell, p.12, 1992). The incorporation of
questioning assists to elicit these deeper understandings of topics. Mathematical interviews can
highlight apparent misconceptions students may have and help the teacher better comprehend the
thinking behind these. Educators are prompted to examine elements of students performance such
as their thinking behind specific questions, preferred use of manipulatives, problem solving
abilities, disposition and behaviour towards mathematics, as well as their ability to communicate
their thoughts (Buschman, p. 226, 2001; Hodges, Rose, & Hicks, pp.30-34, 2012).
Teachers need to acknowledge that reliance on tests and interviews may still give inaccurate
evaluations of student performance and ensure the use of multiple methods of assessment to collect
a complete understanding (NCTM, as cited in Buschman, p.225, 2001). Mathematical interviews
can be regarded as overtly time consuming in view of the time constraints within an already
crowded curriculum, especially if specialised interviews are to be developed. However, the
establishment of detailed insights into only one or two students thinking can often be generalized to
an entire class, and these understandings are seen by many teachers as worthwhile (Hodges et al.,
p.32, 2012; (Long & Ben-Hur, p.46, 1991).
Teachers can use data collected from interviews to develop classroom instruction which is
individually focused due to having a more accurate and complete understanding of what their
students know and are able to do mathematically (Buschman, p.225, 2001). Interviews allow
insights into how students apply problem solving strategies and use creative abilities and
mathematical talents to solve problems. Understanding these individual and common
misconceptions allow identification of the progress and level of individual student understandings
and can assist teachers to support learning for both daily mathematics instruction as well as future
planning strategies (Buschman, pp. 224-226, 2001; Hodges et al., pp.30-36, 2012; Sammons et al.,
p.14, 1992). As well as informing planning, the interactions within an interview can help the

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 1 of 3

interviewer develop more effective questioning techniques (Buschman; Moyer & Milewicz, as cited
in Hodges et al., p.30, 2012).
Questioning during mathematics interviews can benefit the learning of the interviewer and
interviewee. Educators pedagogical knowledge is developed through recognition of the types of
questions used for stimulating student understandings. Self-reflection on these can assist in the
development of more effective questioning techniques (Moyer & Milewicz, pp. 293-294, 2002).
Within mathematics classrooms teachers are encouraged to use questioning techniques to assist
students to work together, make sense of what they are learning and how to generalise and solve
problems as well as to reason mathematically (NCTM, as cited in Moyer & Milewicz, p.295, 2002).
For the students, the opportunity to spend one-on-one time with the teacher, receive immediate and
specific feedback, ask clarifying questions and problem solve in the safe, private environment of the
interview is invaluable. In these ways interviews can assist students to correct misunderstandings,
better understand concepts and ideas and improve their mathematical skills (Buschman, p.225,
2001; Moyer & Milewicz, p. 293, 2002).
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EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 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.
The use of a rubric helps teachers determine the key criteria needed to make decisions to fairly
evaluate student tasks and give structure to observations (Brookhart, p. 5, 2013; Quinlan, p.15,
2011). This focus on criteria and procedures as opposed to results is highly appropriate when using
open tasks, as the important concepts such as thinking process and strategies can be identified and
described (Brookhart, pp.5-11, 2013). As observations can be a difficult element of student learning
to assess, rubrics can increase the consistency in which the teacher grades the performance or
understandings of students work by providing standards against which to evaluate (Quinlan, p. 24,
2011). Developing a rubric for an open task is an intricate process and multiple aspects of its
construction; such as ensuring criteria is based on procedures not answers, must be adhered to so it
is not misused (McGatha & Darcy, p. 329, 2010; Sull, p. 95, 2012). This development can be timeconsuming, especially if the rubrics are task-specific (Stutzman & Race, p. 39, 2004).
Open tasks with rubrics can provide both summative and formative assessment as well as
immediate feedback. Teaching students to use rubrics can clarify for them what is expected, the
focus areas of a task and encourage them to think about the benchmarks of quality work (Brookhart,
p. 97, 2013). Educators can use rubrics to assist in guiding their analysis of tasks to offer studentspecific feedback. Data from rubrics can be used to support a final grade, make decisions about
how to follow the unit or improve planning for the next time a unit is taught (Brookhart, p.6, 2013).
Use of rubrics can also contribute to assessment of a teachers own instruction (McGatha & Darcy,
p.335, 2010). Educators need to recognise that rubrics are only one of many strategies and will not
always be an appropriate choice of assessment. Methods such as checklists and performance lists
should also be practiced and used in the classroom (Quinlan, pp.15-22, 2011).
Open tasks allow learners to choose strategies, justify their reasoning, explore and investigate, look
for links and generalisations and think more deeply about the overall concept of a task (Gray,
Griffion, Powers, & Sullivan, p.5, 2009; Sullivan, Clarke, & Clarke, p.67, 2013; Viseu & Oliveira,
p.290, 2012). Open tasks place emphasis on development of thinking processes, strategies and
mathematical communication skills. Teachers can uncover and understand misconceptions, and

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2014 Assignment 1 Template 1 of 3

develop a clearer understanding of student knowledge through the depth of information collected
using a rubric (Brookhart, p.11, 2013; McGatha & Darcy, pp.330-331, 2010; Sullivan et al., pp. 5867, 2013). Open tasks however can cause complications and barriers for both student and teacher.
Difficulties during assessment or observation, such as an inability to recognise sequence of working
out, can prevent teacher understanding and make giving feedback problematic. Also, some learners
may find risk-taking and broad thinking extremely difficult (Sullivan et al., pp. 63-68, 2013).
Open tasks allow students to think deeply and be creative and the analysis of rubrics to assess these
tasks can assist students and teachers to recognise which aspects of learning need improvement,
provide feedback and plan future learning (Brookhart, p.6, 2013; Gray et al., p.4, 2009).
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