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4rd Grade Student Interview Report

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I interviewed the 4rd grade student. During the interview I asked her different mathematical questions to solve. To explore her sense of calculation, I verbally asked her addition and subtraction questions such as what is 25+10 and gave her a chance to solve the problem mentally and describe her thinking. I also give her written problems to solve them on the paper. I said the number and asked her to write them. I also showed her written numbers and asked her to say them. I showed her large number written with commas and without commas and asked her if the comma matters and why? Considering the large number such as 6789, I asked her how many ones, tens, hundreds and thousands does the number have. I showed her different rectangles and asked …show more content…

Students was having trouble in reading the word problems. For example, if the question was 25+10=?, she understood how to solve it, but if the question asked what number is ten more than 25? she was confused by it. She has partial understanding of different addition strategies to use them in particular situations, such as when question #3 (see student answer sheet to ) was asked, she did not know if she could use addition or multiplication or any other strategy. She lacks conceptual skills as she did not understand the question’s concept, solve and represent the answer mathematically (See the student’s solved problem’s sheet question #3). The student also has partial understanding of the procedure fluency. From her work it seems like she has memorized and practiced the procedures and do not understand them. For question # 3, she is confused which strategy she can use. For question # 8 (see students answer sheet Question #8) , she thinks that two numbers related but unable to understand its meaning, and why they are related. She seems unable to go back to the procedure and provide reasons for her answer. The student also showed partial understanding of mathematical reasoning. She wrote something and crossed it out for question # 4, I asked her what she wrote and why she crossed it out she would not articulate. She was unable to put her mathematical reasoning into words. She could not articulate for the reason of why her answers were right or wrong. The student also did not answer and said “because it is” instead of saying why or how for her answers to question 5, part C. After assessing the student, I strongly think that the student need a strong academic support system in math. Her teacher, school society, her social life, and her home environment plays an important role in her academic and mathematical progression. She can get motivations and determination from

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