Faculty of Education - Research Publications
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ItemEvaluating automated processes for revealing students’ mathematical thinking(AARE, 2010)Understanding student thinking is key to planning effective teaching. Research over three decades has established good knowledge of stages of development and common misunderstandings in many school topics. However, in order for teachers to make formative assessment a normal part of their practice, mapping of student understanding needs to be available for a greater proportion of the school curriculum. Online testing of students is beginning to create substantial databases which could provide relevant information. The aim of this symposium is to present and discuss methods which move towards automation of data analysis.
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ItemSMART Assessment for Learning(International Society for Design and Development in Education, 2009)“Specific Mathematics Assessments that Reveal Thinking,” which we abbreviate to “smart tests,” provide teachers with a quick and easy way to conduct assessment for learning. Using the internet, students in Years 7, 8, and 9 undertake a short test that is focused strongly on a topic selected by their teacher. Students’ stages of development are diagnosed, and sent to the teacher immediately. Where available, on-line teaching resources are linked to each diagnosis, to guide teachers in moving students to the next stage. Many smart tests are now being trialled in schools and their impact on students’ and teachers’ learning is being evaluated. Design issues are discussed.
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ItemGetting SMART about assessment for learning(The Mathematical Association of Victoria, 2009)“Specific Mathematics Assessments that Reveal Thinking”—or smart tests—provide teachers with a quick and easy way to conduct assessment for learning. Using the internet, students in years 7, 8, and 9 undertake a short test that is focussed strongly on a topic selected by their teacher. Students’ stages of development are diagnosed, and sent to the teacher within minutes. Many tests have been produced and are now being trialled in 7 Victorian schools. Where available, on-line teaching resources are linked to each diagnosis, to guide teachers in moving students to the next stage. This project is sponsored by the Australian Research Council and Victoria’s Department of Education and Early Childhood Development.
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ItemMisconceptions about density of decimals: insights from pre-service teachers’ work( 2008)Extensive studies have documented various difficulties with, and misconceptions about, decimal numeration across different levels of education. This paper reports on pre-service teachers’ misconceptions about the density of decimals. Written test data from 140 pre-service teachers, observation of group and classroom discussions provided evidence of pre-service teachers’ difficulties in grasping the density notion of decimals. Incorrect analogies resulting from over generalization of knowledge about whole numbers and fractions were identified. Teaching ideas to resolve these difficulties are discussed. Evidence from this research indicates that it is possible to remove misconceptions about density of decimals.
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ItemRelative Risk Analysis of Educational Data(MERGA, 2005)
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ItemInvestigating Students' Numerical Misconceptions in Algebra(Mathematics Education Research Group of Australasia, 2009)