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order 2 nov 11 656717 sent.docx - EDP243 Assessment 2 MCK...

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EDP243 Assessment 2: MCK Test and Personal Numeracy Portfolio Introduction The four major NAPLAN questions of style to assess and evaluate the mathematical content of knowledge of decimals and fractions by students have been drafted in this portfolio. Each and every question in this assessment has been explained by the different aspects of conceptions it evaluates, misconception points and how it is linked to the Curriculum of Australia. In addition to that, a set of questions has also been provided, these are comprehensively reviewed interview questions that assess how students comprehend fractions. The questions also highlight how this questions are vital to designing teaching and learning experiences. To wrap up, the mathematical three key areas are thoroughly looked into, these areas are fractions, decimals and multiplicative thinking. The conceptions of different aspects will always explain the importance of learning, what should be learned and how is it to be learned, while identifying how this key areas are related. There is a deep exploration of the two content knowledge of both the elementary teachers and the primary teachers at different levels of experience. These content knowledge includes the Mathematical and pedagogical. The content knowledge and how it is linked to the effective teaching skills would be improved by looking at the different contents of mathematics from the various outlooks of the main ideas in mathematics especially the numbers. This will then enable the teachers to use the links and connections of the main ideas to explicitly explain this ideas to the young kids. Most of the teachers will always view that the content they have to offer especially in terms of what the documents about curriculum prescribes is always of that particular level of study of the students. This should not be the case since there need to be a wider outlook of the content, out of the box, and a very powerful knowledge of how this conceptions are constructed at different levels. There should also be a focus on the big ideas that will enable teachers to cope up with the demands of the different mathematical crowded curricula. This article looks at the big ideas of number, putting into look at the count, multiplicative thinking, place value, and the multiplicative partitioning and also investigates the microcontent that aids in their enhancement and development. Multiple choice questions Question one: 2 6 + 3 6 = ¿ Answer: 5 6 5 6 5 12 5 3 6 6
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Explanation By the sixth year the students should have a deep understanding of how to represent the fractions in different ways. The questions will therefore involve only two conceptions, the addition of the fraction and identifying the correct answer from the choices provided. The first step by a sixth year student will be to solve the above question by adding fractions with the similar denominator then the second step will rely on the ability of the student to make a connection between equal fractions.
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