EDMA262 Mathematics: Learning & Teaching 1

Report

Preservice teachers name: Carlo DAmico

Student ID: S00176329

Student A: Clare

Year Level: 3

Date Interviewed: 28th March 2015

Growth points reached:

Domain Growth Growth point (in words)

point
(numbe
r)

Counting 4 (Look Can count from 0 by 2s, 5s, and

at Q5b) 10s to a given target.

Place Value 1 (Note, Can read, write, interpret and

missing order single digit numbers.
data
from
Q11b,
12, 13.
She
might
be GP2)

Addition & subtraction 3 (Look Given a subtraction situation,

strategies at Q23 chooses appropriately from
and strategies including count back,
counts count down to and count up
by 1s from.
using
fingers)

Multiplication & division 1 (Look Counting one by one to find the

strategies at Q31 solution in situations involving
&32) multiple groups when all objects
are modelled or perceived.
Report:

Clare was able to count a quantity of 21 items using one-to-

one correspondence, but no grouping strategy to check her
counting was used. She was also able to recognise a quantity,
when one or two items were taken away, without need to
recount them. Clare demonstrated ability in skip counting by
2s, but she is not fully confident with other skip counting: one-
to-one correspondence is used as well as visual (fingers) when
a non-zero starting point is given. During forwards and
backwards counting, once again the same strategy was used.
Clare is capable of reading and writing up to five digit
numbers. However she is not able to properly interpret two-
digit number, because of her need for one-to-one
correspondence. Clare kept using the one-to-one (fingers)
strategy also during addition and subtractions, even single
digit once (4+4). Clare uses skip counting by 2s and trial and
error for single digit multiplications; however this insecurity
leads her often to guess the result, rather than analyse and try
to work out the result.

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