Exploring Student Understanding of Rational Numbers EDMA291
- Subject Code :
EDMA291
- University :
Monash University Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
First-level data analysis and interpretation (Not included in the words count)
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Hunches, gut feelings, initial thoughts |
Data excerpts to support analysis and interpretation |
Knowledge (understanding of rational number ideas)
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In this section, you are stating your initial thoughts of data analysis in terms of what your case study student understands and knows about fraction constructs and decimal fraction ideas/knowledge/facts |
In these cells, reference the actual information from the data sources that back up your analysis; make notes of what the student wrote or said from the data sources |
Skills (strategies / ways of working mathematically with rational number ideas)
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In this section, you are stating your initial thoughts of data analysis in terms of what your case study student can do mathematically (thinking strategies, skills, language, representation (e.g., visuals, models) & symbol use, etc.) |
You can welcome to use dot points throughout this whole table; you do not have to worry about including everything of your first-level data analysis |
Attitudes (feelings, emotions, beliefs about rational numbers)
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In this section, you are stating your initial thoughts of data analysis in terms of what your case study student feels about their rational number learning; attitudes towards fractions and decimal fractions |
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Moderation process 100 words
In this section, you will describe the moderation process that you and your partner did to understand more fully the ability and needs of your student. You can present the discussion process as a diagram that shows the steps of your moderation, or you can write this as a step-by-step procedure. Even though your partner and you used the same moderation process, your presentation of the process must be different from your partners representation.
Report for in-service teacher 250 words
In this section, you will present your report that captures in written text your analysis of the data; you are writing for an in-service teacher so you are expected to use the appropriate mathematical and pedagogical terms when sharing what you believe to be true from your data analysis; you might first write information about fractions and then decimal fractions; your report should articulate your interpretation of the students knowledge, skills, and attitudes (as evidenced in the data sources); it would be helpful to use specific pieces of data to back up the claims that you make in the report; you do not have to include everything from your data analysis; you need to report the most important aspects of the students rational number understanding; you also need to make sure that you do not make any unsubstantiated claims, and be mindful of judgements (you do not have enough data to say that the student is working above, at, or below standard); base all of your report comments on analysis of the data
Learning goals 200 words
In this section, you will present two (2) learning goals for your case study learner. You must justify why you have chosen these goals using the data and back this up with research. The two learning goals will be written for the in-service teachers use so you are expected to use appropriate mathematical and/or pedagogical terminology; you will include one learning goal about fractions, and another learning goal will be about decimal fractions; you are encouraged to use the framework that will be shared in the EDMA291 unit.
You need to make sure that learning goals are clear, relevant, achievable for the case study learner, and informed by your data analysis, focus the learning goals on both conceptual and procedural development about fractions and decimal fractions (this means that each learning goal will state the concept/idea/knowledge to be learned and the way of working mathematically (proficiency/process/skill/strategy) that the student will learn as a way of demonstrating their conceptual understanding of fractions and decimal fractions.
Report for family 100 words
In this section, you will present a truncated/abridged version of the report you wrote for the in-service teacher. You will draw out the important information that could be shared with the family of your case study learner. This report will be written in family friendly language; this means that you will need to translate the mathematical and pedagogical terms for families in ways that make them easily understood by family members; you do not include everything from your in-service teacher report (just the most important information that you believe a family would be interested in knowing about the students rational number knowledge, skills, and attitudes)
Rational number task selection 150 words
Task name |
Rational number task 1:
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Rational number task 2:
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Name of task |
Add name of task here (add task instructions as an appendix clearly labelled) |
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Source
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Where did you source the activity? Include an active link or text and page number. |
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Rational number content focus
(Mathematical focus)
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Put detail in here about the content focus that the task addresses (fractions? Decimal fractions? Fraction/decimal key ideas?) |
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Links to curriculum |
Copy and paste the relevant information from the curriculum documentation used in your state/territory that this task supports achievement of (do not worry about text-matching here) |
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Intended impact on students rational number learning
(Learning intention) |
State specifically what the students will learn about rational numbers by engaging in your chosen tasks Complete the following sentences. By engaging in this task, students will learn about (name the rational number concept/idea/knowledge). They will develop skills of (name the ways of working mathematically/skills/strategies/proficiencies/processes) |
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Assessment
(Evidence of rational number learning) |
Identify two (2) important assessment criteria that the teacher can observe for and/or analyse work samples to support collection of assessment data Complete the following: Teacher will look for evidence of how the students (Name each criterion, making sure links are made to the intended impact and curriculum links) |
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References
In this section, include your references here (if required); make sure you include only those sources that are referenced and used in your response to this assessment task; place the references in alphabetical order according to first author; use APA7 reference list conventions
Appendices
In this section, include your appendices here (if required), labelling them alphabetically (e.g., A, B, C, etc.); to save on word count, you can put rational number task instructions in here, but make sure they are clearly labelled; you might also include templates or recording proformas that students are expected to use
