Student Interview
Summary:
I interviewed a 5th grade student at Berewick Elementary School, CMS, on 3/13/13. I asked a series of questions to determine the students understanding of fractions. The student I interviewed had a very good grasp of fractions. At one point he looked at me like I was crazy for asking him such “easy” questions. The student never hesitated when answering my questions and answered everything correctly.
Reflection:
Which models do you think the child understands? What evidence do you have?
This student understands the set, area, and region fraction models. I know this because he answered everything correctly. Also, he was able to show me and explain why he answered a certain way. He was able to explain why or why not the shaded parts were equal to ¾. He drew accurate pictures to represent different fractions and was able to work out how many candies were in a new box starting with just a portion.
What other questions did you ask to find out what this child understands about fractions?
I asked a few more questions about showing me a fraction of 20 objects. He was able to correctly identify ¼, 3/5, and 1/10. I also asked him to draw a picture of 3/10, 2/6, and 3/3. He didn’t have any problems or issues with any of these. I also asked him another question about the last problem. I had him figure out the amount of candy in the box if the 12 objects were 1/3 of the total instead of 2/3. Again this student was able to correctly show and explain his answers.
How did the teacher describe this student? When you reported back to the teacher about what you learned, was he/she surprised?
The teacher described this student as above grade level in all subjects not just math. She wasn’t surprised by what I learned. Even though the teacher didn’t know what I planned to ask during the interview, she didn’t think this student would have any problems answering my questions. I probably should’ve asked to interview a student that wasn’t so advanced in math, but I didn’t think of it at the time. Most of the students in this classroom are at or above grade level and they just finished working on a fraction unit. I’m not sure I would’ve had different results with a different student.
I interviewed a 5th grade student at Berewick Elementary School, CMS, on 3/13/13. I asked a series of questions to determine the students understanding of fractions. The student I interviewed had a very good grasp of fractions. At one point he looked at me like I was crazy for asking him such “easy” questions. The student never hesitated when answering my questions and answered everything correctly.
Reflection:
Which models do you think the child understands? What evidence do you have?
This student understands the set, area, and region fraction models. I know this because he answered everything correctly. Also, he was able to show me and explain why he answered a certain way. He was able to explain why or why not the shaded parts were equal to ¾. He drew accurate pictures to represent different fractions and was able to work out how many candies were in a new box starting with just a portion.
What other questions did you ask to find out what this child understands about fractions?
I asked a few more questions about showing me a fraction of 20 objects. He was able to correctly identify ¼, 3/5, and 1/10. I also asked him to draw a picture of 3/10, 2/6, and 3/3. He didn’t have any problems or issues with any of these. I also asked him another question about the last problem. I had him figure out the amount of candy in the box if the 12 objects were 1/3 of the total instead of 2/3. Again this student was able to correctly show and explain his answers.
How did the teacher describe this student? When you reported back to the teacher about what you learned, was he/she surprised?
The teacher described this student as above grade level in all subjects not just math. She wasn’t surprised by what I learned. Even though the teacher didn’t know what I planned to ask during the interview, she didn’t think this student would have any problems answering my questions. I probably should’ve asked to interview a student that wasn’t so advanced in math, but I didn’t think of it at the time. Most of the students in this classroom are at or above grade level and they just finished working on a fraction unit. I’m not sure I would’ve had different results with a different student.