Standard 5.

4
Evidence:
Introduction:
The Mathematics Assessment Interview was developed to assess current mathematical
knowledge and understanding of primary school students. The assessment highlights
students mathematical capabilities and allows educators to examine domains in
which students may require further support. Mathematical domains include counting,

Evaluating
student
learning

place value, strategies for addition and subtraction and strategies for multiplication
and division. Nutshell statements have been developed to reflect childrens knowledge
and the strategies they use. A lesson plan has been developed for the foundation
student to extend on the childs mathematical understanding of ordering objects based
on evidence collated from the assessment interview.
Rationale:
After undertaking the Mathematical Assessment Interview with the foundation student
Thomas, I analysed the results and responses recorded to the mathematics problems in

Modify
teaching
practice
through
developing
a lesson
plan

questions one, two, and the foundation detour. I decided to create a lesson plan to
extend Thomas knowledge of ordering objects according to lengths. When asked to
order three pencils from shortest to longest, Thomas placed the shortest pencil on the
right hand side and the largest pencil on the left hand side. Thomas could correctly
identify which pencil was the longest and which pencil was the shortest.
I gathered from the findings that Thomas could make a comparison between the
lengths of objects. It was also evident that Thomas could create some sort of order for
the pencils even though it was not in the order from shortest to longest. I recognised
from the response to question Foundation three part k that ordering was a
mathematical concept that could be extended upon for Thomas and all students in
foundation.
It is essential that students understand how to order objects correctly. Students require
experiences ordering objects in relation to size using tangible objects. As Reys,
Lindquist, Lambdin, Smith, Rogers, Falle, Frid and Bennett (2012) state, the more
objects that are considered when ordering, the more complex the process becomes and

Interpret
student
assessment

most children require guidance to order objects efficiently. Students therefore require
numerous experiences of ordering with few objects to find the most efficient method
of ordering objects with the aim to eventually increase the amount of objects being
ordered.
Conclusion:
The Mathematics Assessment Interview allowed myself as a pre-service teacher to
assess childrens current mathematical knowledge and the strategies they use to solve
problems. The Mathematical Assessment Interview is intentionally constructed for use
in all levels of primary school. It is vital to therefore examine the achieved outcomes
of each individual student. The interview highlights students comprehension of
mathematics whilst also displaying focus areas that may require development.
Conducting the interview allows a critical exploration of mathematical capability. As
gathered from the results of the interview, the ordering of objects was a focus area that
required further extension. A lesson plan was therefore developed to enhance
mathematical understanding of ordering and comparing various lengths.

Interpret
student
assessment
data