www. introducing the mathematics online interview

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  • www.education.vic.gov.au/studentlearning/teachingresources/maths/assessment.htm Introducing the Mathematics Online Interview
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  • Background The Early Numeracy Research Project (ENRP) was commissioned by the Department of Education, Employment and Training: 1999 2001. An aim of the ENRP was to challenge teachers to explore their beliefs and understandings about how children develop their understanding of mathematics A need was identified for a comprehensive assessment tool for early numeracy. The Interview was established on the research framework of significant mathematical points of growth.
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  • What is the Interview? One-on-one interview away from the regular classroom Mainly hands-on tasks incorporating concrete materials Focus is on mental computation Responses focus on strategies that the students use not only the correct answer 61 questions and sub-questions Questions ranging from Level 1 4 (VELS) Should take 30 - 40 minutes
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  • Areas assessed by the Interview Counting Place value Strategies for addition & subtraction Strategies for multiplication & division Time Length Mass Properties of shape Visualisation
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  • Example questions from the Interview This question is part of the Detour designed for students in their first year of school.
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  • Example questions from the Interview This question (from the addition & subtraction section) focuses on strategies used eg. using doubles, near doubles and fact families.
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  • Example questions from the Interview This question is a reasonably challenging question from the place value section.
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  • Example questions from the Interview This question This question requires advanced number skills. This is a question demonstrating alignment to the Level 4 Standard.
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  • Example questions from the Interview This question is one of the last questions in the Interview from the visualisation section.
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  • Why use the Interview? Assessment FOR learning Understand individual students needs Find out how students think and feel while doing Mathematical tasks Gain insight into student thought process in action Generate detailed profiles showing students achievement in relation to points of growth Track student growth over time Inform planning for focused teaching at the point of need
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  • Enables students to showcase their skills and understandings due to individualised pathways through the Interview.
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  • Who is the Interview appropriate for? Powerful for all students in Levels 1 3 (Prep Year 4) The high ceiling provides scope for questions up to Level 4 in some areas Potential for use with at risk students in Year 5 and beyond.
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  • The learner at the centre
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  • What hasnt changed?What has changed? All questions remain the same Interview functions the same Interview looks the same Access via Edumail user name and password only Access through any computer with Internet access Data stored automatically in one central location Improved and added profiles, including dated achievement of growth points Capabilities to track cohorts across school Different sessions recorded Administration functions Mac & PC compatible
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  • Important points Firstly, schools must assign a school administrator Check the schools internet browser functionality to ensure settings are set at a fast speed Must create classes first this is the first admin function listed Import function is to import interview records from the old CD- ROM program you can only do this once Remember to select the right session Read the School User Guide! www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/interview userguide.pdf
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  • Aligning the Interview with the Victorian Essential Learning Standards Points of growth informed the development of the VELS Mathematics standards & progression points Points of growth will support teachers to understand and implement the VELS Powerful links with the Mathematics Developmental Continuum indicators of progress and teaching strategies
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  • 0.5 At 0.5, the work of a student progressing towards the Number standard at Level 1 demonstrates, for example: association of number names with numerals and models of numbers (counting or subitising) use of drawn simple symbols in place of objects; for example, B for boy ordering of objects and sets; for example, largest to smallest placement of a variety of objects in order from first to third use of one-to-one correspondence and numbers 1 to 10 when counting Using the Mathematics Online Interview, when a student is successful on: -Task 1 -First year of schooling detour Q II -First year of schooling detour Q 111 (a), (b) -First year of schooling detour Q 111 (e) this is indicative of a student having achieved part of this progression point. 1.0 At Level 1, students form small sets of objects from simple descriptions and make simple correspondences between those sets. They count the size of small sets using the numbers 0 to 20. They use one-to-one correspondence to identify when two sets are equal in size and when one set is larger than another. They form collections of sets of equal size. They use ordinal numbers to describe the position of elements in a set from first to tenth. They use materials to model addition and subtraction of subtraction by the aggregation (grouping together) and disaggregation (moving apart) of objects. They add and subtract by counting forward and backward using numbers from 0 to 20. Using the Mathematics Online Interview, when a student is successful on: -Task 1 -First year of schooling detour Q I -First year of schooling detour Q II (f) -Task 2 (a) -Task 2 (e) -Task 8 (b) (c) -Task 18 by counting all -Task 19 by modelling all this is indicative of a student having achieved part of this Standard.
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  • Using the Interview results to plan your program Step 1 It is important that interviewing is conducted by the classroom teacher for the students in their class. An important part of the interview is the relationship building between student and teacher, and the information that can be gathered by observation.
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  • Using the Interview results to plan your program Step 2: Feel confident with the Interview data you have received. Ask: Is there data that doesnt fit with your understanding/ perception of the students prior knowledge? If so, review the Interview results and consider what might have affected the students responses.
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  • Using the Interview results to plan your program Step 3: Use the profiles to reveal the students highest point of growth achieved in each area. Use student profile or group profile to group students together who present with similar learning needs.
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  • Example group profile: Number - Place value
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  • Step 4: Determine the specific learning focus of the next mathematics session. Using the previous profile an example learning focus may be Visualising patterns in the Hundreds chart. Using the Interview results to plan your program
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  • Using the Interview results to plan your program Step 5: Consider the context for the learning experiences and activities (games, materials, resources, calculators etc). The Mathematics Developmental Continuum can support this selection with some powerful examples of tasks and guidance on effective teaching strategies.
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  • Links with the Mathematics Developmental Continuum P - 10
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  • In this Place Value example, the indicator of progress Using a hundreds chart for mental calculation offers advice on teaching strategies for developing visualising, as well as a variety of tasks for students with differing needs. These have been linked to tasks achieved on the Mathematics Interview that indicate appropriate prerequisite understanding.
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  • Links with the Mathematics Developmental Continuum P - 10 Activity 3: Missing numbers Once students can put a complete chart together, prepare a chart with some numbers missing. Cut the chart into 'jigsaw' pieces. You could use jigsaw pieces with only one number showing for the students to complete the missing numbers. For example what numbers are missing in the boxes shown? Always, students should describe how they obtain answers in terms of adding or subtracting10 (moving vertically) or 1 (moving horizontally).
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  • Building on what students already know and are able to do
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  • Interview influencing classroom planning Types of tasks become part of classroom programming and learning experiences for students Strategies promoted in the Interview, for example near doubles will become powerful in the teaching environment Focus on mental computation rather than formal written equations as the only option Importance of articulating thinking this should be valued and shared often Use of materials to support students to develop visual images of their thinking from concrete to abstract over time
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  • Interview influencing professional learning for teachers The Interview results can provi