7112EDN - Diagnosis, Planning & Remediation And level Of conceptual understanding Jessica’s Case Study - Medical Science Assignment Help

Assignment Task -

The student selected for the assignment was my nine-year-old daughter, Jessica. She is a  Year 4 student at a Catholic school in XXXXX. Jessica was also the subject of my assignment  in 7111EDN for which I successfully remediated misconceptions with place value and  addition, not only improving her conceptual understanding of place value, number facts and  addition but also in her mathematical resilience and confidence. Jessica was very keen to  attempt the diagnostic test for this assignment. A recent meeting with her teacher revealed  that Jessica is performing at an above level for some mathematical concepts now, but below  in others, however her improved resilience and attitude to maths has been noted by her  teacher as she often requests more challenging work or ‘extra for experts’.

PART A 

I utilised Norton’s Diagnosis tests to assess Jessica’s level of conceptual understanding and  to identify any misconceptions (Norton, 2015). I actively observed her complete the tests  which enabled me to identify more readily the strategies she was utilising, and the context  of her misconceptions and errors as they were made. Jessica completed the first three components of the diagnostic test.

Whole Number Diagnosis Test 

Jessica confidently and competently completed question 1 and 2 of the diagnostic test on  identifying whole numbers. She demonstrated she could represent numbers symbolically, in  words and in the context of a ten frame (Figure 1). It was pleasing to see her ability to  subitise numbers up to 10 in a ten frame and represent them in different ways.

In question 3, Jessica could correctly identify each number as represented in MAB material  and rank them smallest to largest. In question 4 Jessica demonstrated conceptual  understanding of place value when she accurately recorded the correct numbers in the correct sequence and put a zero in the tens place. “You need to put a zero to hold the place  for the tens” (Jessica, 2019)

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