EDMA504 MAI - Assessment Task 2

Mathematics Assessment Interview analysis and interpretation of data

Student A: Sam

Year Level: 4

Table 1
Growth points reached by Sam in the Mathematics Assessment Interview
Domain Growth Growth point (in words)
point
(number)

Counting 5 Given a non-zero staring point, can count by 2s,

5s, and 10s to a given target

Place Value 3 Can read, write, interpret, and order three-digit

numbers

Addition & subtraction strategies 2 Counts on from one number to find the total of
two collections

Multiplication & division strategies 4 Mentally solves multiplication and division

problems (no objects perceived) using the
multiplicative structure of the situation
Growth point data based on Gervasoni (2002)

Sam is fluent in skip counting by 10s, 5s and 2s and is becoming more proficient in

recognising number patters when skip counting from a non-zero starting point. Sam was

pacing himself and possibly using additive thinking when he began counting by 5s starting at

a non-zero staring point and became more proficient once he had recognised there was a

pattern during the task and no longer relied on additive thinking and skip counted using his

understanding of place values and number patterns. Sam was able to count from a non-zero

starting point by 3s by using an additive thinking approach, indicating that he is able to use

addition of small quantity numbers in a repeated manner. Sam is working towards extending

this knowledge of number patterns and skip counting by 3s and also by 7s more fluently.

Sam was able to interpret two-digit numbers and explain his understanding of place

value by articulating that in the number 36, the 3 represents 3 tens and the 6 represents 6 ones.

Sam was able to correctly use the supplied concrete materials - icy pole sticks - which were

proportional to their quantity (1 Icey pole stick = 1) most efficiently by representing the

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EDMA504 MAI - Assessment Task 2

number 36 by collecting 3 bundles of 10 sticks and 5 individual sticks. Sam showed that he is

able to accurately read, interpret and articulate numbers up 6 digits. Moreover, Sam was

proficient in conceptualising numbers 10 more and 10 less than a number of up to 4 digits.

This included changes to number interpretations such as those numbers that will have changes

made to various place values and bridge to the next decade and the next century (for example

10 more than 2791 = 2801).

Throughout the questionnaire, Sam used and articulated his understanding of the

commutativity property reversing the numbers in an equation so that he could add or

subtract to/from the larger number in the equation. Sam tended to use additive thinking such

as the derived strategy of building to the next ten then using subtraction from the decade to

find the solution to subtraction questions. Sam was competent with basic mental facts such as

doubles and used this strategy during subtraction questions also. It was evident Sam was

abstractly using vertical algorithms in his head to explore 2 and 3 digit addition questions as

he said out loud he was carrying the one.

While Sam used fact recall for basic multiplication questions, he also used skip

counting accompanied by counting on with his fingers. Sam extended his use of additive

thinking within the multiplicative and division questions, which limited his ability to

conceptualise composite units/the number of groups within a multiplicative expression. Sam

was able to correctly use fact recall of the multiplication up to the tens time table and

correctly answer basic multiplication problems that did not require problem solving, however

when asked to draw interpretation of multiplication and division expressions, Sam drew unit

concepts/separate items representing symbols for the problems expression (e.g.: for

expression 12 4 Sam drew 12 triangles, a division sign and 4 triangles). This indicates that

Sam was incorrectly using abstract thinking rather than using multiplicative and divisive

thinking when the question required Sam to use mental imagery of multiplication and division

to represent decomposing a multiplication/division expression into equal groups.

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