Jonathan Fisher

The main purpose for assessment should always be to improve learning (Ministry of Education, 2007). The New Zealand Curriculum (NZC) acknowledges that evidence for assessment for learning is often gathered informally, and “analysis and interpretation, and use of information often take place in the mind of the teacher” (p. 39). At the same time an increasing body of research suggests that assessment for learning isn’t easy for teachers (see, for example, Mansell, James, and the Assessment Reform Group (2009)).

Which learning experiences promote proportional reasoning? Here is a piece of equipment which can be integrated into lessons when dealing with ideas involving fractions, decimals, and percentages.

Fractions are known to be difficult. Jonathan Fisher explores why this is so, looking in particular at the crucial foundation concepts of part-whole relationships and partitioning. He outlines common student errors uncovered in piloting ARB assessment items about fractions, and suggests some ways to help students gain a fuller understanding.

This exploratory study of self-regulated learning for mathematics education looked at how to encourage self-regulating behaviour using reflective journalling and models to represent problem situations.

Outline of changes to the ARB website, designed to improve finding relevant and useful resources and their supporting information. 

Outlines components of formative assessment that are supported by the website.