To do:

1. APA 7ed for headings and subheadings

Title:

Introduction [200]

1. Statement of focus of:

- The report [85] This report will focus on an analysis of my interview with 2
randomly selected junior high school students [using the FDOI online
interview], regarding their knowledge of fractions. Each student’s knowledge,
strategies & explanations will be described & analysed and assessed against
the Numeracy Learning Progressions from the Victorian Curriculum. Learning
& teaching priorities for each student on key rational number concepts will
then be outlined. I will conclude by summarizing my findings along with what I
have learnt through the processes.
- The context [85]
2. Introduce students (pseudonyms) [30]

Two students were interviewed; Will, who was 12 years old & in Year 7 and Sam
who was 13 years old & in Year 8.

- Age
- Year level

Description and analysis of (800 words)

1. Student A’s knowledge, strategies, explanations and misconceptions towards

each of these construct (use examples of student’s responses to provide
evidence of your analysis and focus on their strengths):
- [100] Part-whole: https://topdrawer.aamt.edu.au/Fractions/Big-ideas
- [100] Quotient or division:
https://www.education.vic.gov.au/school/teachers/teachingresources/
discipline/maths/assessment/Pages/mathsassess.aspx Expand the bottom
tabs and keyword search: part-whole
- [100] Operators
 - [100] Measure

2. Student B’s knowledge, strategies, explanations and misconceptions towards

each of these construct (use examples of student’s responses to provide
evidence of your analysis and focus on their strengths):
- [100] Part-whole
- [100] Quotient or division
- [100] Operators
- [100] Measure

An assessment of each student’s level of development (600 words + a table):

1. Student A. Draw on relevant Numeracy Learning Progressions to identify

student A’s Victorian Curriculum Level for fractions and decimals.
- Information gathered from more than one question of the interview may be
needed to determine the Level. May wanna quote some answers to questions
to justify levels identified?
- Can refer to last section
2. Student B. Draw on relevant Numeracy Learning Progressions to identify
student B’s Victorian Curriculum Level for fractions and decimals.

Comparison of students’ knowledge of Rational Number [0 word count=10

points]

Similarities Differences
- should include - should include
examples of examples of
student’s student’s
responses to responses to
provide evidence provide evidence
of your analysis of your analysis
Understanding/knowledge
 - of the main fraction
and decimal
fraction constructs
Fluency or explanation
- of the main fraction
and decimal
fraction constructs

Learning and teaching priorities for [500 words + illustrated examples=20 points]:

1. [125] Student A. L&T priority for (i.e. what this student is ready to learn next
or would benefit from further learning experience) for concept 1 (addressed in
the interview) in rational number learning:
- Identify & explain & justify (draw on Rational Number achievement standard of
Vic curriculum math + literature):
- Learning task to develop knowledge of Rational Number [4 activities = 20
points]:
2. [125] Student A. L&T priority for concept 2 in rational number learning:
- Identify & explain & justify
- Learning task 2 [4 activities = 20 points]:
3. [125] Student B. L&T priority for concept 1 in rational number learning:
- Identify & explain & justify
- Learning task 1 [4 activities = 20 points]:
4. [125] Student B. L&T priority for concept 2 in rational number learning:
- Identify & explain & justify
- Learning task 2 [4 activities = 20 points]:

Conclusion [400]

1. Summarize findings [100].

2. Reflective statement on what I have learned from:
- Interviewing [50]
- Analysing [50]
 - Discussing students’ math knowledge [50]
- Relevant research literature [50]
3. Pedagogical questions/issues [50]
- Implications for teaching [50]

References

- Min 6 relevant research articles. 6+ for HD

- APA 7ed
- Better: critically examine research controversies in this field

Appendices

Interview record sheet for student A:

- Show useful annotations

Interview record sheet for student B: