assessment 2

by Susan Chalita
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Ch a lit a_S_15209957

EDP243 - Assessment Two

Portfolio Assignment

Curtin University

Perth, WA

Prepared for

Tutor: Susan

Brenchley

Prepared by

By Susan Chalita

15209957

12th November 2017

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Table of Contents

Part 1 - MCK Test

Introduction 3

Question 1 - Decimals 3

Question 2 - Decimals 4

Question 3 - Fractions 5

Question 4 - Fractions 7

Diagnostic Interview 9

Rationale 10

References 11

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Part 2 - Personal Numeracy Items 12

References 20
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Part 1 - MCK Test

The Mathematical Content Kij wledge (MCK) assessment includes four multiple
choice questions followed by a diagnostic interview to assess a child's understanding
of decimal numbers and fi ctions. The MCK test has been created to provide
information regarding the child's understanding of decimal numbers and fractions.
Part A focuses on four questions which are supported by a rationale of the concepts
of each question being assessed, which are the most common misconceptions due
to the points of difficulty. The four multiple choice questions and four answers are
,Ji1ilar questions used in the Australian NAPLAN test for students in year 5, linking to
the Australian Curriculum and Reporting Authority (ACARA 2007). Following the four
questions, diagnostic interview questions will be developed to assess the child 's
understanding of fractions. Part B includes a discussion about underpinning the
concept of multiplicative thinking, effective teaching strategies and resources used to
achieve successful teachings.

Question 1

D
'Five thousandths' is represented numerically as:

A
B 0.00 5 C 0.0005 D 0.5000
5000.0

Answer: B

Curriculum

According to ACARA (2017), objectives for year 5 students to recognise that the
place value system can be extended beyond hundredths (ACMNA104). The purpose
in question 1 is specifically assess students' knowledge of the place value system to
the thousandths, and having a conceptual knowledge of between numerical and
written terms. The common errors and misconceptions in comparing decimals is
when children do not apply place value rules when considering the answer.
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Rationale
m
A "decimal number" is defined as a number that uses a decimal point followed by
digits that show a value smaller than one. Following are the misconceptions in
regards to decimal knowledge in question 1:

A child choosing 'option a' are 'whole number thinkers,' and assume that the decimal
point is invisible. For examples, they presume five thousand and five-thousandths
have the same value (Reys et al., 2014). The child that chooses 'Option C' 'js the
misconception of conceptual knowledge that the place value of a number is to the
right of the decimal point. Many students who understand the value of the number in
the thousands place, is the same as the number in the thousw ths place (Reys,
2012). Therefore, a student lacks conceptual knowledge and understanding of place
value to the right of a number of a decimal point, also that decimal numbers are a
part number. If 'option D' is chosen by a student , the misunderstanding of place
value of decimal numbers is evident, tim child looks at the whole number after the
decimal point of five thousand, where the misconception is that the deci I point as
separating whole numbers (Steinle, & Stacey, 1998). Common mistakes of decimal
notation amongst students are between grades 5 to 1O (Chick , Baker, & Cheng,
2006).

question 2
II
Which number is greater than 0.07?

A- 0.009 B- 0.077 C- 0.0375 D- 0.01

Answer: B

Curriculum

ACARA (2017) objectives for year 5 students to be able to compare, order and
represent decimal numbers (ACMNA105) confidently. Question 2 aims to measure
the child's' knowledge of place value beyond the hundredths, and their
understandings of the number system which is extended to the thousandths and
beyond. This question is a reflection from the year 5 NAPLAN example test question
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24 (ACARA, 2012). Students are required to choose the 'larger than' correct answer.
Students with a misconception knowledge about place value beyond the
thousandths will answer the question incorrectly as they will apply improper
strategies to answer this question.

Rationale
a
If the child chooses 'Option A' they do not understand that each column to the right
of the decimal point is worth ten times less. For example, in the number 0.07, the 7 is
in the hundredths place and is the sa as the fraction 7/100 and 0.009 is 9/1000. If
'option C', is chosen by the child, they have a misconception that the loi er the
number, the larger the number. Therefore, they will choose the answer with the more
digits after the decimal point as the greater number (Steinle, 2017). The child does
not comprehend the concept that each position to the right of the decimal point is ten
times smaller, whereas the value of the number becomes less as the decimal
number is extended to the right of a number. If a child chooses the 'D option' , they
see that 0.01 is greater than 0.07, here the child mistakenly generalises the
hundredths number as smaller than the tenths number. Therefore, it is a
misconception that the child lacks knowledge about place value columns and
number line (Steinle and Stacey, 2004). If a child understands the place value and
number sequence, this question should not be very cha llenging. Little knowledge of
place value after the dee; al point is more likely to be understood as a whole
number (Burns, 2004) . It is important for students to understand how to write and
read numbers including who le numbers, and decimal notations to develop
conceptual knowledge about decimal notations.

Question 3:
a 1 3 1 7 2
Place the following fractions on the number line below
2' 1 0' s'
s'10'

Answer:

1 2 1 3 7
0 10 5 2 5 10 1
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Curriculum
a
By the end of year 5 students are expected to "Compare and order common unit
fractions and locate and represent them on a number line" (ACMNA102) (ACARA,
2016, ACM 102). The aim in Question 2 is to evaluate the consistence with
partitioning that the numbers system can be extended beyond hundrediJ' . The main
common misconception about fractions , is often that a child will usually subtract the
numerators and denominators of two fractions.
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Rationale

In question 2, students who hold misconceptions about locating and representing

fractions on a number line have a computation error. The misconception is
identifying the length of 1 unit which is usually the mark on the number line between
0 and 1. Students need to comprehend that the number line is used in a more
sophisticated manner based on measurement of distance. Teachers can assist
students by explaining to them the bigger the denominator, the smaller the fraction.
This rule which is important in teaching fractions will avoid students to

a overgeneralise that a fraction that is! sis more than a fraction than l.... (Van Del Walle,
10

a2015). Many students might think that s is smaller than 2:.. as the denominator of 2:.. is
10 10

larger than the denominator of . A progressive fraction concept in Year 5 involves

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compari ng fractions with related denominators and locating and representing them
on a number line" (ACARA, 2016, ACMNA125). It is vital that students have
conceptual knowledge about understanding length models and number lines as they
help develop students understanding that fractions are numbers and expand the
number system beyond who le numbers (Van de Walle, 2015). Teachers should use
length manipulatives such a Cuisenaire rods, which are strips of colour codes for
easy identification. Also, strips of paper or adding machine tape are other models
that can be used.
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Question 4:

-1+-1
3 4

A B C

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Answer: B
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Curriculum
D
By the end of year 5 students "are able to consider strategies to solve problems
t'i same denominator" (ACARA,
involving addition and subtraction of fractions with

i
2016, (ACMNA103). Question 4 has an intention to evaluate children's capability to
understand the proportional relationship between two fractions' numerators and
denominators. The main reason of common misconception about fractions is seldom
that students apply whole-number reasoning by adding either the denominators or
the numerators to determine the sum . Secondly, students multiply the denominators,
but fail to change the numerators to maintain equivalence.

Rationale

Students misconceptions in 'question 4' regarding adding fractions have conceptual

understandings of proportional fractions with adding fractions with different
denominators. Whe'"ajhildren interpret that the denominator and numerator are
added together, this suggests that these students might choose option A, believing
that adding the numerator and denominator will produce an appropriate fraction
representations. It is vital for teachers to teach students that conve rting the fractions
to equivalent fractions with the same denominator, the children can easily add up the
fractions and get the answer. Looking at choice C, students who incorrectly multiply
both the numerator and denominator together, cannot form equivalent fractions.
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Students will reason that the common denominator is 12 and 1+1=2 so the answer
will be 2/12.
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The conceptual understandingthat converting fractions to the same denominator to
perform these operations successfully is essential. Teachers should assist children
to understand adding fractions with different denominators by using pictures that
show both portions of each fraction j d convert the fractions to an equivalent
fraction with the same denominato r. Partitioning and iterating strategy to teach
students ways to understand the meaning of fractions. Fraction bars also support
students' understanding of equivalent fractions through visual. For example,
modelling of howi o quarters shaded is equivalent to four-eighths shaded (Reys, et
al., 2012, p. 287). Reys et al. reiterate that multiple representations should be used
to ensure that the understanding of fraction equivalency is achieved (2012, p. 287).
This can also include comparing folded, paper strips and grids divided into equal
parts.
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Diagnostic Interview: Year 5 Student

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FSiM "Key Understanding 5: We can compare and order fractional numbers and
place them on a number-line" (DoEWA, 2013, p. 135).

1. Look at the shaded green parts below. Write a fraction for each shaded part.
Explain your answer for each fraction .

2. Place the above fractions on the number line

,1 2 I

Are the fractions ½ and 3/6 of equal value? Can they both be placed on the number
line?
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Curriculum
a a
FSiM Key Understanding 5 connected with ACARA's (n.d.) goal is for children in
Year 5 are capab le to "compare and order" fractions and "locate and represent them
on a number-line" (ACMNA102). The main misunderstanding when children compare
fractions is the usually the relative size of the fractio n. Students using a wide range of
materials to explore fractions like partitioning whole and set, and part-whole
partitioning will permit students to understand how fractions may be placed on a
number-line.

Rationale
a
Students that develop their conceptual understanding of fractions as rational
numbers will acif mplish the learning curriculum description ACMNA102 and
(ACARA, n.d.) (DoEWA, 2013). Students will be familiar with fractions as a
representation of quantity, such has Tommy ate half a pizza, they will need to
expand this understanding to investigate that fractions have properties, just like
whole numbers, and can be placed on a number-line (DoEWA, 2013). The
diagnostic interview is to determine a student's understanding of fractions as rational
numbers and ability to place them on a number- line.

The diagnostic interview consists of the main questions. During the first question,
students are asked to give a fraction to the coloured part of the area which assesses
if students understandingand conceptual knowledge of fractions. From here,
students are required to place the fractions on the number line. Each model are
drawn to be the same length therefore, the student is required to use their
knowledge of equivalent fractions. The strips can be cut out folded, split into equal
parts to show part whole numbers. The FSiM Key Understanding 5 (DoEWA, 2013)
helps students with the last section that assesses students' knowledge the 'common
whole '. If a student has difficulty answer the last question, it is evident that they will
place both fractions on the number line.
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References

Australian Curriculum and Reporting Authority. (2012). NAPALAN - numeracy Year

5 example test. Retrieved from
https://www.nap.edu.au/_resources/Example_Test_Numeracy_Y5.pdf

Burns. M. (2004). Writing in math. Educational Leadership, 62(2). 30-33.

II
Chick, H. L., Baker, M., Pham, T., & Cheng, H. (2006, July). Aspects of teachers'
pedagogical content knowledge for decimals. In Proceedings of the 30th
annual conference of the International Group for the Psychology of
Mathematics Education (Vol. 2, pp. 297-304).
II
Department of Education WA. (2013). First steps in Mathematics: Overview.
Retrieved from http://det .wa.edu.au/stepsresources/detcms/navigation/first
steps-mathematics/
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J.M. (2013). Elementary and middle school mathematics: Teaching developmentally
(ath_ Ed.). Boston: Pearson. (p. 290)
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Reys, R. E., Lindquist, M., Lambdin, D. V., & Smith, N. L. (2014). Helping children
learn mathematics. John Wiley & Sons.

Stacey, K., & Steinle, V. (1998). Refining the Classification of Students'

Interpretations of Decimal Notation. Hiroshima Journal of Mathematics
Education, 6, 49-69.
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Van de Walle, J. A, & Lovin, L.H (2006). Teaching student-centred mathematics (2 nd
Ed.) Boston: Pearson
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Part B

Big Ideas

The term 'Big Ideas' is about how mathematical information can be classified into
different methods compared to the traditional mathematics curriculum content areas
(qct.edu.au). They are not age, level or content dependen,t instead it is about ways to
deal with classroom diversity and promoting inclusive classrooms. Teachers face
challenging moments as maths teachers to make students become flexible thinkers
that feel the mathematical content areas are comprehendi ble and apply their learning
to problem-solving situations. The 'big ideas' help teachers to apply effective
approaches and to help students learn, understand, and enjoy a mathematics class
The importance of te ,r ing multiplicative thinking successfully, is derived
through teache rs, who not only need to know key concepts, skills and strategies that
underpin primary mathematics, but also , must have an in-depth knowledge of the
connections between mathematical ideas and the best possible way they are taught
(Siemon, 2011). Drawing on real-world examples or imaginary situations will stimulate
the interest of students to learn. This is assisted by using manipulative materials that
help
l ake abstract mathematical ideas concrete (Burns, 2004). A student that practice
multiplicative thinking should be able to visualise groups in more abstract questions.
Therefore, they will have the ability to attempt an answer by determining the
multiplicand and multiplier in the question (Jacob & Willis, 2003) .

There are many ways in which manipulative materials can be used. Firstly to
introduce concepts , secondly to pose problems and lastly to use as a tool to solve
solutions. It is vital that manipulatives are not relegated to the early grades but also to
older students. Learning should be seen as a long-term goal. Therefore classroom
culture should accept errors as seem them as opportunities for learning without
sending a message across as a failure or embarrassment. As a result, teachers of
mathematics should be open to all answers bii1 use students should be given the
opportunity give their idea of solutions as there is more than one way to look at any
problem or situation. (BURNS, 2004).
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Multiplicative Thinking
D
Students that have conceptual knowledge of multiplicative thinking can recognise,
solve and communicate a wide range of multiplicy n and division problems involving
numbers, fractions and decimals (Siemon, 2011). Hurst (2014) states that it is vital for
students to move from additive thinking to the 'big idea· of multipti ative thin king. This
understanding underpins future student to understand numerical algebra, proportions,
rates. ratios and statistics (Mulligan & Watson; Siemon, Iza rd, Breed & Virgona, as
cited in Hurst & Hurrell, 2014). Multiplicative thinkinil focuses on the multiplicative
situation. Multiplicative thinking is about students recognising and working with
relationships betwei quantities. Multiplicative thinking can be achieved when
students understand a capacity to work flexibly and efficiently with an extended range
of numbers i uding decimals, common fractions, ratios and percentages. Also,
children need to recognise and solve a range of problems involving multiplication or
division including direct and indirect proir tion and communicating this in a variety
of
methods including through examples, words, diagrams symbolic expressions and

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written algorithms. For example, student hat develop multiplicative thinking begin
with a problem-solving question such as 3 bags of sweets, 8 sweets in each bag. How
many sweets altogether? To questions such as Julie bought a dress for $55.35. How
much will the dress cost if it is on sale for 30% off. (Education Victoria.gov.au, 2017).
The interrelated ideas and strategies into a1eve loping multiplicative thinking
as discussed by Seimon (2011), consisting of an early number, counting, subitising ,
part part-whole, trusting the count, in addition to working with composite units and
place value.

Developing a conceptual understanding of number as defined by Bruner (Hurst &

Hurrell, 2014) is understanding this 'big idea' of a number. Students develop the
connections with the number system and begin i extend their mathematical
knowledge with a range of numbers. Transitioning from additive to multiplicative
thinking may be challenging for the students. It is essential for students to move
forward slowly and students need time to engage meaningfully with knowing core
aspects of the number strand. Teachers, therefore, are requiiji to scaffold appropriate
strategies. The key ideas and strategies are to be flexible when working with whole
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numbers, fractions and decimals. For example, children begin to learn about patterns
to make sense of place value. As children get older, their knowledge is extended to
the range of numbers. That includes fractions where knowing about patterns is
helpful in learning. (Australian Association of Mathematics Teachers, p.4, 2009).

In mathematics, multiplication and division are intertwine d, but usually, multiplication

and division are often taught separately. Hurst (2014) clarifies that children benefit
more when teachers teach them simultaneously , entwining between
multiplicationand division as students will have a better conceptual understanding
when intertwined together . There are three key elements to the multiplicative
situation. Multiplicative thinking develops ij hen teachers are teaching multiplicative
situation. Siemon et al. (2011) states, the transition from additive strategies to mental
strategies that support multiplicative reasoning requires a significant shift in thinking
from a count of equal groups. Also, a reliance on the repeated addition to the 'for
each' and 'times as many' ideas for multiplication that underpin all further work with
multiplication, division and rational number. The one-to-one count becomes boring for
the students, therefore, studentsbegin to use the different strategies such as skip
count by twos, fives, or tens. From here, there is a transii!j>n to a partitioning or
sharing idea. Multiplicative thinking requires the knowledge of re-arrangingthe number
of groups to facilitate a solution (e.g. renaming 6 eights as 5 eights and 1 eight, or as
double 3 eights) is one indicator of multiplicative thinking as is the ability to use simple
proportional reasoning. When children are asked to share collections systematically, it
should lead a child to think that a collection may be partitioned in one or more ways.
For examiJe, 5 x 3 = 15 which is the number of 3 groups of 5, and confidently
understand part-part-whole understanding, for example, 8 groups is 4 groups and 4
groups or 5 ij oups and 3 groups. Also, students have a conceptual knowledge of
total which is seen as a
r mposite of composites, for example, 16 is regarded as 2 eights, 8 twos and 4 fours.
Recognising and confidently working with composite units introi ces the distinction
between how many and how much. This also has significant implications for the
development of multiplicative thinking and child's conceptu nowledgeto understand
fractions . Siemon (2011) states that students later have a computational fluency and
algebraic thinking (Hurst, 2014). The second key element is the multiplicative array.
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It is crucial that children reconceptualise their thinking about what is involved in
multiplication and division for them to understand the multiplicative situation (Wright,
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2011). Teachers should link both multiplication and division as it will help children
undejr and the principal idea. The three main elements of the multiplicative situation
are -an understanding of the 'multiplicative situation', a broad knowledge of
multiplicative arrays, and the notion of factors and multiples and associated language,
and the myriad connections that exist between those three elements. Using visual
patterns encourage children to visualise commutativity, associativity and distributivity
to mentally draw images which also makes students conceptually ready to more
complex ciJ culations used in algebraic reasoning in the later school years. As seen in
Figure 1A shows the progression from additive thinking to multiplicative thinking

Figure 1A

1•••••1
l•••••I •• • • •
1•••••1 •• •• •• •• •
I Additive I• [ M_ ultipl_ic_a·a_v_e --

Hurst(2015.)

Multiplicative arrays provide the foundation for understanding and visualise varied
situations and are used Wj demonstrate the relationship between division and
multiplication. It represents aspects of the multiplicative situation which is the number
of groups, the equal amount in each group, all products. For example, Figure 1B
shows an array that may be used to solve ,a oblem, how ji any lollies would Sarah
have if she bought two packets, each containing four lollies? Young children's capacity
to share equally is recognised in the Australian Curriculum: Mathematics (ACARA,
2010). This inverses the rejl onship between how many and how much (ACARA,
2014, p. 2). Looking at the same array, it can also be used to show the inverse
relationship between multiplication and division. However, if Sarah wants to buy 8
lollies and she knows that each packet contains 2 lollies, Figure 1B shows the
division problem of how many packets wou ld Sarai. needs to purchase? The
usefulness of arrays extends to fractions , ratio and area. Children only need to
attend two aspects of the situation, the number of equal groups and the number in
each group, which they can rhythmically find by counting-all (Stimulating hands-on
activities provided effective
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teaching and known to be successful instead of count on rote procedures. The

effectiveness of arrays extends to fractions, ratio and area.

Figure 1B

a
According to Young-Loveridege (200j , describes that arrays assist in the
development of a conceptual knowledge of flexible partitioning of numbers. A student
has the opportunity to reason the nature of multiplication, support the commutative
and distributive properties and the connection bet1i e n multiplication and fractions
(Barmby et al., 2009). The commutative property of mj plic ation does not affect the
answer to a problem. The rectangular array model will assist students to understand
the connection between the two products and recognise the answer between the
same products. Communicative property can be associated with arrays, completing
the
pictorial and concrete and symbolic model of effective teaching (Reys et al., 2011).
One of the understandings of arrays is the identification and naming of factors and
multiples. Therefore, students have a strong knowledge of the factors and multiples
by using the materials to come to a clear meaning of these terms.

Fractions

Fraction also known to be an interpretation of equal sharing or partitioning. For

example, three pizzas shared between five children is seen as partitioning a whole
and dividing pebbles amongst children is referred to partitioning a set. DoEWA (2013)
mentions that activities of Equal shares offer valuable experience with fractions as
division. Therefore, students require extra experience in doing their partitioning in
sharing situations which will increase the chances of appropriate generalisations .

Many children 5f( fractions as a way of expressing 'part of a whole ', but it has more
of meaning, the denominator shows the number of equal parts that make up the
whole d numerator indicates how many of the parts are included in the fraction. This is
usually represented by an area model such as a shape partitioned into equal parts.
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For example looking at diagram 1D, shows 1 whole shape is partitioned into 5 parts
each part is 1/5 or 1 part out of 5. Shading any 3 parts show it is 3/5 or 3 out of 5
parts.

1 1/5 1 1/5 1 1/5 1 1/5 11/5

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Partitioning and iterating are methods used to help students understand the, eaning
of a fraction, especially being familiar with the numerator and denominators. Clarke et
al. (2008) believe that conceptual understanding of fractions is essential for
proportional reasoning, algebraic thinking and understanding probability. The primary
focus is usually on the part-whole meaning, and little development is on quotient and
ratio resulting in students having little conceptual knowledge with fractions. The
Australian Curriculum encourages conceptual understanding of fraction over time,
more likely to be achieved through activities and discussion, demonstrating and
interacting with representations and models (Reys et al., 2016).The most used
constructs of a fraction is the part-whole construct. Van de Walle (2013) suggest iii at
children require many experiences with all the construct of fraction . These include
part
whole- which can be shading of a region, part of a length, group of people or set.
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When students develop knowledge presenting fractions by using region and area
models, they move forward to further their knowledge by using number lines where
students show their knowl dg e of infinite numbers of fractions. Number lines
have many benefits as it assists students to see how whole numbers, fractions and
decimals relate. It allows students to have a conceptual knowledge of why 5/3 is the
same as

1 and that 6/3 is the same as 2. Therefore, a range of manipulatives and other forms
3 II
of tools help in fraction experiments such as fraction bars. Cuisenaire rods, and paper
folding and laminated shapes.

Lamo 1999) discusses in (Clarke et al., 2016 ) that the measure interpretations are
much different from the other constructs in the number of equal parts in a unit can

vary depending on how many times the,r re partitioned. This precise method allows
students to measure with precisions. These are known as 'points 'which are usually
modelled using a number line. For example, a boy jogged ½ a kilometvr om home to
school before he got picked up by car. Students analysing this problem to explore this
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construct is best done by folding paper such as in partitioning paper or measuring

metres (Reys et al., 2016).
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Number lines have many benefits as it assis ts students to see how whole numbers,
fractions and decimals relate. It allows students to have a conceptual6 owle dge why
5/3 is the same as 1 and that 6/3 is the same as 2. Fractions should be represented
3

with a range of models and materials, including length, strip, linear, rod and models,

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block models, and models based on sets or collections of objects . Therefore , range
of manipulatives and other forms of tools help during fraction experiments such as
fraction bars, Cuisenaire rods, and paper folding and laminated shapes .

Decimals

The knowledge of decimals is important and used in many professions. It is used in to

interpret reading of precise measures, the output on a calculator, sports statistics and
calculating distance. The Australian Curriculum begr to focus on decimal

computatio n in grade 5 and repeats after in grade 6 and 7. Both Reys et al. (2016) and r

n de Walle et al. (2013) come to an understanding that decimals are another method
of expressing fractions. In fact, Van de Walle et al. (2013) mentions the concepts of
decimals, fractions and place-value are interlinked and should be taught in that method.
Reys et al. (2016) acclaim the beginning of teaching decimals is to start with prior
knowledge about fractions and place-value. Students will read and write numbers written in
decimal notations when the knowledge of pace value is conceptualised with the value of
a digit illl ase d on its position within the number. For example, the place
value of 5 in 56.6 is in the tens place and the place value of 6 is in the tenths place.
lfJ
The decimal point is placed to the right of the unit column , and it indicates the
borderline between the whole numbers and the numbers less than one. It can also be
written in numbers between any two whole numbers. For example, if writing the
number 123.56 . Or the measurement of a room where the length is inw- twee n two
number, such as 12.56 metres. Roche (2010) suggest using a range of
representational tools will assist students as they develop their understanding of
decimal place value. These include the hundred square, decipipes, Linear Arithmetic
Blocks (LAB) and Multibase Arithmetic Blocks (MAB). Another activity which is
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successful for students to make sense of decimal size and decimal place value is
[proportional model representing the size of the decimal fractions. The Shading in
or colour in decii al makes explicit the "ten-ness" of the place ten place value system
where students partition the tenths or hundredths into only ten equal, smaller parts.
Also, teaching students that decimal is a notation of a fraction in particular for tenths,
hundredths and other parts of units. For example, when students are familiar and
have
a conceptual knowledge that 0.4 is the symbol of 4/10 they will unde rsrt d the
connection between a fractio n and a decimal. Students should not read 0.4 as i' ro
point four' but 'instead , 'four-tenths '. Caswell suggested students should link new
language of concrete representations and written notations as it forms an actual
connection between the three elements' Reys, et al., 2013).
a a
The key element of decimals is a decimal point. Many students misconception assume

iiat it is the point of symmetry between whole and decimal places (Reys et al., 2016).
Van de Walle et al. (2013) suggest emphasising that teaching about the point of
symmetry as the one's place including the decimal point is beneficial.
a
Conclusion

Multiplicative think ing combines the foundations of multiplicative and proportional

aspects of the Number strand of the Australian Curriculum . The MCK test and
diagnostic interview main attentive is to focus on the common ; conceptions in
decimals and fractions, and different strategies for misconceptions. It is the role of a
teacher to have mathematical content knowledge and pedagogical content
knowledge to help provide a comprehens ive foundation ii mathematical concepts
and how each
concept is integrated with the other , as it has been shown that big ideas of
multiplicative thinking, fractions and decimals are interrelated.
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References

Australian Curriculum and Reporting Authority. (2012). NAPALAN numeracy Year 5

example test. Retrieved 20/10/17
https://www.nap.edu.au/ resources/Example Test Numeracy YS.pdf

Clarke, D. M., Roche, A., & Mitchell, A. (2008). Ten Practical Tips for Making
Fractions Come Alive and Make Sense. Mathematics Teaching in the Middle
School, 13(7), 372-380.

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