EDMA360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1

Rational Number Assessment

[Natasha Solomons, S00143722]

Australian Catholic University

Teacher report on your students Rational Number Knowledge and

any misconceptions. (300 words)

Alex has a substantial understanding of rational numbers. This was clearly

demonstrated throughout the interview, as he successfully answered all the
questions with ease and confidence, while clearly explaining his thinking.
When presented with fraction pairs Alex was able to use strategies such as
benchmarking to compare the size of fractions and determine the larger
fraction. When working through the fraction pairs he explained the closer
the numerator is to the denominator, the closer it will be to the whole. This
shows that Alex understands the role of the numerator and denominator
which allowed him to select the correct answers. Alex has a clear
understanding of equivalence, when presented with two different fractions
with equal values, he explained if you divide them they are still the same,
so they are equivalent. Additionally, Alex was able to provide a number of
equivalent fractions to other questions. To work out fraction operation, he
mentally visualised and partitioned the fraction in his head. Alex can
recognise proper and in-proper fractions on a number line, as he clearly
labeled 2/3, 6/3 and 11/6 on the number line.

When presented with decimals, Alex continued to answer and explain his
thinking concisely. When ordering decimals, he understood the relative size
of the decimals and compared and ordered them correctly, again noticing
equivalents. Alex was able to interpret an area model and connect this to
fractions, decimals and percentages. Alex was able to make links to previous
decimal questions, suggesting these questions are trying to trick me, but I
know the first number of the decimal tells me how big it is and the other
numbers are there to confuse me. Alex has a deep conceptual
understanding of multiplication and division, during the decimal operation he
made links to his classwork explaining, dividing by a decimal gives you a
larger number. This showed he can apply multiplication and division to a
decimal context. Alex showed no misconceptions although he self-corrected
himself a few times he was able to clearly explain where he had gone wrong.

Word Count: 328

EDMA360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1