Children as Mathematical Learners

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School of Education
EDPR2004 EDPR2006 EDP243 Children as Mathematical Learners | Assessment 2 / PortfolioSample Page and Mathematics Content Knowledge Test |Total marks: 50

HD Exemplary (40-50mark) D Excellent (35-39.5 mark) CR Proficient (30-34.5 mark) P Sound (25-29.5 mark) F Unresolved (<25 mark)
Criterion 1
10 marks Importance of Fractions		 Strong discussion of constructivist pedagogy
related to the importance of fractions both in
society and within the curriculum supported with
strong and varied academic sources		 Clear and relevant discussion of fractions
supported by academic research considering
multiple elements of their importance		 Solid discussion of the importance of fractions with
some relevant support from academic theory		 Some key points about the importance of fractions
considered. Limited references to support
discussion		 Incorrect information in regards to fractions.
Limited or no real understanding of the importance
of fractions demonstrated. Unclear discussion.
No or very limited references
Criterion 2
10 marks Key Fraction Constructs
and how to teach them		 Excellent detail in the discussion of the five
constructs. The activities or strategies selected to
teach are engaging, relevant and fit a
constructivist approach with links to why these
have been chosen. Aligned perfectly to the theme		 Strong discussion of all five constructs. Well
detailed, clearly described and explained, with
strong variety of tasks within the theme.		 Sound discussion of the three approaches that
demonstrates clear understanding and shows
some strategies that would support constructivist
learning of these constructs. Strategies are
explained effectively and align to the sports theme		 Explains each of the three constructs briefly.
Shows a strategy for each approach that would
teach students in a constructivist approach		 Does not consider all the three of the main fraction
constructs. Does not clearly show understanding
of the constructs. Is unable to show some
teaching strategies that would support student
learning in a constructivist style
Criterion 3
10 marks Fraction Models and
explanations		 Fraction models are very clearly and fully
explained. Refined understanding of differences
between the models is clear. Diagrams and tasks
are excellent and are linked to the vowels in your
name’s scenario. Rationale for why each/ multiple
model/s is important is included and very well
presented		 Fraction models are well explained. Images and
tasks are appropriate and are linked to the vowels
in your names’ scenario. Rationale for why
each/multiple model/s is important is included and
appropriate		 Fraction models are clearly explained. Tasks
would develop learning of the three models and
some rationale of why each of the models is
important is included.		 Fraction models are reasonably explained with
tasks that would allow for some development of
learning		 Models are not clearly identified, differentiated or
explained. Discussion lacks clarity and depth.
Task choices are generally not appropriate to the
task or model.
Criterion 4
5 marks Issues and misconceptions		 Excellent, well rounded discussion of how
constructivism addresses common fractional
issues and misconceptions is supported by a wide
range of quality sources.		 Well researched discussion presented in regards
to common issues and misconceptions related to
fractions and how using constructivism can
address these issues effectively is presented with
sound academic support		 Sound discussion of common misconceptions and
how they can be addressed using constructivist
approaches is present clearly		 A few common fraction misconceptions are
discussed but discussion is brief and/or lacking in
real substance		 Common issues and misconception related to
fractions are not addressed OR discussion is
inaccurate or off topic.
Criterion 5
5 marks Part B Q1- MCK -Decimals		 Excellent question- follows NAPLAN structure,
links specifically to the AC, is clearly expressed
and does not introduce unnecessary confusion.
All distractors and correct answer are well
explained, correct and justified. Distractors
provide evidence of specific misconceptions.		 Very good question- follows NAPLAN structure,
clearly links to the AC, is clearly expressed and
does not introduce unnecessary confusion.
All distractors and correct answer are well
explained, correct and justified. Distractors
provide evidence of specific misconceptions.		 Good question- follows NAPLAN structure, links to
the AC, is fairly well expressed.
All distractors and correct answer are explained
and correct. Distractors provide evidence of some
misconceptions.		 Satisfactory question
Some distractors and correct response are
explained, and correct		 Unsatisfactory response.
Unsatisfactory question OR most answers
incorrect or not relevant OR distractors incorrectly
explained
Criterion 6
5 marks Part B Q2- MCK -Decimals		 Excellent question- follows NAPLAN structure,
links specifically to the AC, is clearly expressed
and does not introduce unnecessary confusion
All distractors and correct answer
are well explained, correct and
justified. Distractors provide
evidence of specific
misconceptions.		 Very good question- follows NAPLAN structure,
clearly links to the AC, is clearly expressed and
does not introduce unnecessary confusion.
All distractors and correct answer are well
explained, correct and justified. Distractors
provide evidence of specific		 Good question- follows NAPLAN structure, links to
the AC, is fairly well expressed
All distractors and correct answer are explained
and correct. Distractors provide evidence of some
misconceptions.		 Satisfactory question
Some distractors and correct response are
explained, and correct		 Unsatisfactory response.
Unsatisfactory question OR most answers
incorrect or not relevant OR distractors incorrectly
explained
Criterion 7
5 marks Transcriptional elements of
writing		 Essentially free from spelling, grammar, and
punctuation errors. Fluent sentence and paragrap
construction.5 marks		 h
Generally free from spelling, grammar, and
punctuation,errors.Sentences and paragraphs are
well-formed.4 marks		 Occasional minor spelling, grammar, and
punctuation errors. Sentences and paragraphs are
generally coherent.3 marks		 Frequent minor spelling, grammar, and
punctuation errors. Some awkward construction of
sentences and paragraphs.2.5 marks		 Frequent and seriousspelling, grammar, and
punctuation errors. Awkward or poor sentence and
paragraph construction. 0-2 marks
Career
No marks Achievement in relation to
career goals		 Demonstrates the ability to design an effective
diagnostic assessment which gives extensive,
useful data to enable immediate directed
intervention. Consider including this in your DPP
as evidence of achievement for Maths against
APST 5.1		 Demonstrates the ability to design an effective
diagnostic assessment which gives useful data to
enable immediate intervention. Consider including
this in your DPP as evidence of achievement for
Maths against APST 5.1		 Demonstrates the ability to design a diagnostic
assessment which gives some data to enable
intervention. Consider including this in your DPP
as evidence of achievement for Maths against
APST 5.1		 Demonstrates some understanding of how to
design a diagnostic. Consider revisiting this and
using the feedback given to improve this prior to
including it in your DPP as evidence of
achievement for Maths against APST 5.1		 Demonstrates limited understanding and how to
design an effective diagnostic task in maths.
Consider additional reading in this area to
strengthen your DPP in APST 5.1
Integrity
Acting honestly, ethically and fairly is
taken very seriously in the University and
relates to the way you work with others
and share information, conduct relevant
research, incorporate evidence,
acknowledge the ideas and work of
others (which includes using APA7
referencing conventions correctly), and
present your work. Breaches are
reported and can lead to penalties. Refer
to Curtin’s Academic Integrity webpage,
which provides comprehensive
information and guidance.
https://students.curtin.edu.au/essentials/
rights/academic-integrity/		 As best ascertained, you are undertaking your
studies ethically; exploring relevant research and
situating your own ideas within the academic
discourse; and using APA7 conventions
consistently and precisely to reflect this.		 As best ascertained, you are undertaking your
studies ethically, including ensuring that the ideas
of others gained from your reading and research
are acknowledged by correctly using APA7
paraphrasing, quoting and referencing
conventions.		 As best ascertained, you are undertaking your
studies ethically, including ensuring that the ideas
of others gained from your reading and research
are acknowledged by correctly using APA7
paraphrasing, quoting and referencing
conventions.		 As best ascertained, you are undertaking your
studies ethically, including applying APA7
paraphrasing, quoting and referencing convention
to acknowledge ideas of others gained from your
reading and research; however, some minor
errors indicate you need to be more vigilant about
doing this accurately and consistently.		 s
Purposely left blank.

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