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

Rational Number Assessment

[Stephanie Todd, S00143925]
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