Diagnosis, planning and remediation:
This assessment is to consolidate key topics and assist you to learn how to diagnose, plan and assess as well as to help you develop a portfolio of teaching tools to correct student misconceptions. You will conduct a diagnosis and remediation intervention with a lower secondary student. The entire process will involve about 5 or 6 interactions with the child.
3024EDN Mathematics Curriculum Junior Secondary Based Research Assessment-Griffith University Australia.
Note
It is preferable that you recruit a lower secondary student, but if this is impossible then the next best option is to work with an upper primary student. If you find it difficult sourcing a participant, please advise your tutor or the course convenor. What we are really interested in is that you show you have learned something useful in regard to diagnosing a child’s mathematics level, planning an intervention, implementing an intervention and assessing the process. We also want to see that you have read the theory chapters and can talk about the aspects of theory and pedagogy that are useful.
Consent and processes:
1.Before you collect any data or have any contact with the intended participant, you must obtain written consent from the adult or guardian of the participant for the research to occur. The student must also consent and sign below the guardian. The consent form is available in the assessment folder and is to be attached to your report as an appendix. Out of courtesy, please use a pseudonym when referring to your participant in your writing.
2.While working with the participant do so in the company of the parent or guardian such as in the living room or at the kitchen table. You cannot work with the student alone or out of view of the parent or guardian.
3.If the participant shows disinclination to continue the process of assessment or of later learning of the mathematics, you are to cease and consult with the parent or guardian. Under no circumstances should the student feel discomfort or pressure.
4.Use valid opportunities to acknowledge student success or progress as a means to enhance their confidence and comfort levels in regard to working with mathematics. At the end of sessions make progress made explicit.
5.Keep the focus on mathematics learning. There is no need to elicit any information of a personal nature. All other information is irrelevant so please do not stray from testing and teaching mathematics.
6.Collect data by photocopying student work, photographing student work and summarising student articulation. You may record student voice via a mobile device, but once the relevant utterances are summarised in writing, the digital recording must be destroyed. You include images in support within the body of your work, please reference each correctly.
Submission:
The assignment is to be submitted in via the Turnitin submission point available on the course site.Ensure to reduce the size of your images before submission. Turnitin often does not allow large files to be submitted.
3024EDN Mathematics Curriculum Junior Secondary Based Research Assessment-Griffith University Australia.
Introduction
Your first paragraph within your assignment is to provide context. Identify and briefly describe the student (age, gender, year level at school, how you recruited the student, (relative, friend’s child etc). One paragraph is sufficient.
Part A – Diagnosis
Effective and evidenced based diagnosis of a student’s numeracy level. Diagnose the child’s level of numeracy and identify an area of conceptual weakness. To do this you will consult with the student and their parents and interview the student as to what their mathematics learning concerns might be. I strongly suggest you focus on the Number Strand of ACARA. I will upload simple tests to check whole number numeration and computation and fraction numeration and computation.
3024EDN Mathematics Curriculum Junior Secondary Based Research Assessment-Griffith University Australia.
You do not have to use all these tests. Start with whole number numeration and progress through,addition, subtraction, multiplication and division. When your participant strikes something that they have little understanding of that will probably be your assignment topic. If the misconception can be corrected reasonably easily, that is not your topic. Keep testing until you find a major area or misconception or area that needs development. Use the testing data to diagnose an area of mathematics that you intend to target for remediation. Use the data above to justify this choice and describe any misconceptions or limitations the student might have. It is important that this section is evidence based. This means inputting in scans/photographs of student work and quotes of utterances that support your diagnosis. Locate this conceptual target in the National syllabus. This presentation and analysis of data will be a few pages. If you have a lot of data, put it in the appendix. Remember, you will only focus on one or two major misconceptions or areas to be developed. Once you have found a significant misconception, the rest of the data can be put in the appendix as interesting but not the focus of the study.
If you find the child knows almost nothing, document this and teach them something useful and relevant at this level and document the process.
Part B. Intervention:
Planning and implementation of pedagogical intervention. In this section describe the following:
1.Key student misconceptions or areas to be further developed.
2. Brief overview of teaching approach with very brief justification.
3.Sequence of teaching activities described in sufficient detail such that a peer could replicate your intervention. The detail will be at about the level of the prescribed learning resource (Teaching and Learning Fundamental Mathematics). That is show what materials you would use, what language and how this will help student to understand the symbolic representations.
4.You can review your text “Teaching and Learning Fundamental Mathematics” or “Teaching Primary Mathematics by Booker or Building Numeracy by Booker.” Other resources or literature can be utilised in support if the pedagogy is consistent with the course philosophy. This section it be approximately two pages in length.
3024EDN Mathematics Curriculum Junior Secondary Based Research Assessment-Griffith University Australia.
Part C. Post-test:
Construct a post test that will assess the progression of student learning in the applicable area of focus. This is to be approximately ten questions. Justify why you used each question and what information you hoped it would reveal. The questions are to be aimed at your participant so ensure they are appropriate in terms of language.
3024EDN Mathematics Curriculum Junior Secondary Based Research Assessment-Griffith University Australia.
Part D. Post-Test Analysis.
Implement your post-test and input photographs of the students work on each question. Use two columns, the first to contain the student work/photographs/utterances and the second will contain a description of what was done well and if an error in thinking is still evident.
3024EDN Mathematics Curriculum Junior Secondary Based Research Assessment-Griffith University Australia.
Part E: Personal Reflection.
Coherent reflections on practice and teaching. Summarise what you have learnt about the teaching of mathematics. This is a critical personal reflection on the diagnosis and intervention cycle. What insights have you gained from the study? This will take you about a page and a half. It is important that you demonstrate an understanding of what factors influenced the success or otherwise of the intervention. Refer to the learning theories covered in the course and demonstrate your understanding of the concepts behind; behaviourism, direct instruction cognitive load, social constructivism and the impact the consideration of these idea can have upon student learning. Consider both affective and cognitive outcomes.
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