Accessing Conceptual Understanding of Rational Numbers and Constructing a Model of the Interrelated Skills and Concepts.
ASSESSING CONCEPTUAL UNDERSTANDING OF RATIONAL NUMBERS AND CONSTRUCTING A MODEL OF THE INTERRELATED SKILLS AND CONCEPTS
Mario Desrosiers
MAE 6745
Florida international University
Assessing Conceptual Understanding of Rational Numbers and Constructing a Model of the Interrelated Skills and Concepts Students continue to struggle to understand rational numbers. We need a system for identifying students’ strengths and weaknesses dealing with rational numbers in order to jump the hurdles that impede instruction. We need a model for describing learning behaviors related to rational numbers – prerequisite skills and the development of a sense of rational numbers – that is dynamic and allows for continuous growth and change. It would inform us of the important background knowledge that students bring with them and the prior experiences that influence their level of understanding. It would further enable us to assess students’ current levels of understanding in order to prescribe the necessary instruction to continue their progress. Designing a method for assessing students’ conceptual understanding of rational numbers that has this potential is a challenge. In this paper, I will discuss where the call for conceptual understanding stems from in the recent past, what has already been done involving assessment of conceptual understanding, what this reach has revealed about acquiring skills and a number sense with rational numbers, and I will describe a plan using this information for developing a continuum of rational number skills and concepts.
Background on Reform in Mathematics as it Relates to Conceptual Understanding National assessments and reports often act as a jumpstart for research agendas, curriculum development, and professional development training. Analysis and assessment of student learning weaves its way into all three categories as the message of current reform in
Mario Desrosiers
MAE 6745
Florida international University
Assessing Conceptual Understanding of Rational Numbers and Constructing a Model of the Interrelated Skills and Concepts Students continue to struggle to understand rational numbers. We need a system for identifying students’ strengths and weaknesses dealing with rational numbers in order to jump the hurdles that impede instruction. We need a model for describing learning behaviors related to rational numbers – prerequisite skills and the development of a sense of rational numbers – that is dynamic and allows for continuous growth and change. It would inform us of the important background knowledge that students bring with them and the prior experiences that influence their level of understanding. It would further enable us to assess students’ current levels of understanding in order to prescribe the necessary instruction to continue their progress. Designing a method for assessing students’ conceptual understanding of rational numbers that has this potential is a challenge. In this paper, I will discuss where the call for conceptual understanding stems from in the recent past, what has already been done involving assessment of conceptual understanding, what this reach has revealed about acquiring skills and a number sense with rational numbers, and I will describe a plan using this information for developing a continuum of rational number skills and concepts.
Background on Reform in Mathematics as it Relates to Conceptual Understanding National assessments and reports often act as a jumpstart for research agendas, curriculum development, and professional development training. Analysis and assessment of student learning weaves its way into all three categories as the message of current reform in
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