Rational Number Interview

1. Written report on student’s rational number understandings.

Student: Millie, M

After concluding my MAI interview with Millie, from her results I can gather that
Millie has an effective and thorough understanding of ‘forward counting’ as she
predominately uses the ‘Counting all’ approach when working through equations
and sequenced counting patterns. Millie is confident in counting forward in ones
from 0 up to 113 (as directed) without hesitation and backward counting from 24 to
0. Millie has shown that she uses derived strategies when solving equations using
doubles, eg: 2+2=4, 5+5=10 up to 12+12=24. Millie has stated that she understands
these counting patterns through a rhythmic song that was learnt in school. When
skip counting by 2’s, 5’s and 10’s, Millie excels in 5’s and 10’s but found she was
becoming distracted and often lost her place when skip counting by 2’s.
Millie has shown some difficulty reading 4-digit numbers and hesitates at
recalling 3-digit numbers. Millie also shows some difficulty adding larger numbers to
smaller numbers eg: 8+4, as she will use her fingers as tools to count all.
In reference to place value, I found Millie is slightly challenged when it comes
to identifying numbers in either ones or tens units, which explains her difficulty with
reading 3 and 4 digit numbers. However, with some practice her development will
improve, as Millie shows potential and dedication to her learning.

Key:
Highlighted in Yellow: Students strengths and weaknesses/ what the student knows.
Identifies how the student learns.

Highlighted in Blue: Areas of assessment. Identifies the outcome of the students

learning and allows for implemented teaching strategies to be used.
 2. Evaluation of interview and assessment

Intentions of conducting this Place Value lesson, aimed at place value units was
inspired through my MAI interview of my student. Millie showed a fine result in the
conclusion of her interview, however when it came to Place Value, her MAI growth
point sat at a level 2. In regards to this, I felt as a pre-service teacher, this was the
most appropriate area to target for improvement. From Millie’s results, she
struggled to read cards with numbers containing three digits or more. Although she
had a go at all place value tasks, I assessed that this was her weakest point.
In reference to this scenario, the main learning intention of this task was for
my student to be able to ‘Count collections to 100 by positioning numbers using
place value.’ Code: VCMNA088 (Victorian Curriculum, 2016). At Year 1 level, the
education standards in depth state that students should be able to recognise, model,
read, write and order to at least 100. Students at this level often feel more
comfortable counting in composites where their attention is on the act of counting
in the correct units (EDMA202 Lecture 3, 2016). Likewise in Van de Walle et.al
(Chapter 8,2015), considers that students are presented with numbers and patterns
up to 100 from early years that present an understanding and desire to explore
information in creating meaning.
By using Place Value Flip frames and arrow cards, my student is able to use
visualisation; in reference to the Pire- Kieren teaching model, to individually break
down the task and elaborate in a way that benefits her learning. Place value is a
model that recognises readings and orderings of numbers through concepts of base
materials (Fuson, 1997). Children learn place value concepts through developing
understanding and justifying new ideas in and out of the practical classroom.
I believe this task will assist students struggling with the concept of place
value, as it incorporates visual mathematical materials that are common in most
early years classrooms and are an essential tool in the learning development of
young students.
3. Assessment rubric

Students Name:

Category Score: Description

4 Student is confident in identifying and

Shows a deep understanding of strategy and justifying mathematical responses using
effective ability to explore elements of the strategy to provide correct answers.
task. Student is able to show clear content
knowledge, clearly present problems and
use correct mathematical language to
explain reasoning.
3 Student is able to calculate answers
Shows an understanding of strategy and is correctly, but does not always follow with
able to produce results but not always justification. Student is able to present
provide justification. working out in a clear manner and use
correct working out techniques.
2 Student presents working out using features
Shows idea of strategy and is able to use gathered from the question, but does not
some elements to provide reason. provide strategy or connection. Student
presents problems in an unclear way and
working out often shows errors.
1 Student has little to no attempt to answer
Shows little to no strategy or mathematic questions and hesitates to begin tasks.
reasoning. Student has little to no mathematical
language or understanding of mathematical
signs or symbols.