Individual analysis sheet (SENA 2)

Student’s name: Noah

D.O.B: 28.04.10 Initial interview date: 21.03.18
Early arithmetic strategies EAS (Tasks 1–2)
Stage 0 Stage 1 Stage 2 Stage 3 Stage 4
Emergent Perceptual Figurative Counting on Facile
He was able to use known facts, such as 8+8=16, and
strategies of doubles and substitution.

Numeral identification (Tasks 3–12)

Level 1 Level 2 Level 3 Level 4
(1-10) (1-20) (1-100) (1-1000) Level 5 (1-10 000)

He was easily able to identify numerals up to 10 000. However, hesitated with

4237 because it was initially read as 400 but he corrected himself after.

Counting by 10s and 100s (Tasks 13–16)

Level 1 Level 2 Level 3
Initial counting by Off decade Off hundred and off decade counting by 100s
10sand 100s counting by 10s
He was capable of counting forward and backwards by 10s and 100s.
However, he had a hard time transitioning from 300s to 400s, as he hesitated
and took a while to answer Task 16.

Combining and partitioning (Tasks 17–18)

Level 1 Level 2
To 10 To 20
He was able provide both standard and non-standard partitioning up until 20.

Place value (Tasks 19–22)

Level 0 Level 1 Level 2
Counts by ones Tens as a unit Tens & ones
He was able to mentally solve the 2 digit number sentences through the use of
addition and subtraction and other known strategies such as partitioning.

Multiplication and division (Tasks 23–28)

Level 1 Perceptual Level 2 Level 3 Level 4 Level 5 Multiplication & division as
counting by ones Perceptual Repeated numerical Repeated operations
(Forming equal groups)
counting in composites abstract
multiples (Figurative units) composite
s He used multiplication, division
and known facts to answer the
questions.

Area multiplication (Task 29)

Level 1 Level 2 Level 3
Counts by ones, inconsistent structure Forms a composite unit Coordinates units
He tried to visualize the structure and count by ones.
Individual analysis sheet (SENA 2)
Student’s name: Jaiden
D.O.B: 14.01.10 Initial interview date: 17.04.18
Early arithmetic strategies EAS (Tasks 1–2)
Stage 0 Stage 1 Stage 2 Stage 3 Stage 4
Emergent Perceptual Figurative Counting on Facile
He was able to use known facts, such as 8+2=10 and 10+5=15,
and strategies of bridging to 10.

Numeral identification (Tasks 3–12)

Level 1 Level 2 Level 3 Level 4
(1-10) (1-20) (1-100) (1-1000) Level 5 (1-10 000)

He was easily able to identify numerals up to 10 000.

Counting by 10s and 100s (Tasks 13–16)

Level 1 Level 2 Level 3
Initial counting by Off decade Off hundred and off decade counting by 100s
10sand 100s counting by 10s
He was capable of counting forward and backwards by 10s and 100s.
However, he had a hard time transitioning from 300s to 400s, as he hesitated
and took a while to answer Task 16.

Combining and partitioning (Tasks 17–18)

Level 1 Level 2
To 10 To 20
He was able provide both standard and non-standard partitioning up until 20.

Place value (Tasks 19–22)

Level 0 Level 1 Level 2
Counts by ones Tens as a unit Tens & ones
He was able to mentally solve the 2 digit number sentences through the use of
addition and subtraction and other known strategies such as split strategy.

Multiplication and division (Tasks 23–28)

Level 1 Perceptual Level 2 Level 3 Level 4 Level 5 Multiplication & division as
counting by ones Perceptual Repeated numerical Repeated operations
(Forming equal groups)
counting in composites abstract
multiples (Figurative units) composite
s He used multiplication, division
and known facts to answer the
questions.

Area multiplication (Task 29)

Level 1 Level 2 Level 3
Counts by ones, inconsistent structure Forms a composite unit Coordinates units
He tried to visualize the structure and count by ones. However. He
was only able to visualise and count the edges. He made multiple
attempts and was not able to provide the correct answer.
Date: 21 March 2018 Time: N/A

Classroom details: N/A School details: N/A

1. Jottings/ quick notes • Throughout the interview, it was evident,

• Brief words or phrases through his facial expressions and body
while at the field site language, that his interest and
• Usually recorded in a enthusiasm was slowly disappearing.
small notebook • At the start, he was really energetic and
• Note: these notes are was able to quickly answer the
good to refer to questions, without having a hard time
afterwards comprehending the questions
• Towards the end, he was always asking
for the question to be read multiple
times. This is because he was not paying
a full attention when the questions are
being read aloud to him.

2. Describing recount of events • It was first explained to the student what

• Recall everything you is going to happen.
remember about the • It was reiterated to him that the
occasion interview was only to determine what
• This includes general they already know.
information e.g. • The student was then asked the
sequence of events, interview questions.
general descriptions • From Task 1 to 18, he seemed eager to
participate in the interview. However, his
interest was slowing disappearing.
• From Task 19 onwards, he was able to
answer each question, however, it was
evident that it took a long time for him to
derive the answer.
• However, Task 29 is the question that he
struggled with the most. As he was not
able to initially comprehend what the
question is asking. Also, because it
seemed like he was not able to figure
out a strategy to answer the question.
• After the interview, he looked happy
and relieved that it was done and was
eager to do something that he is more
interested in. However, he was polite
and said goodbye before leaving.
3. Analysing the learning
• Reflect on the purpose of
the visit i.e. What are you
learning about the
child/ren, what have you
observed that the
child/ren can/cannot
do, how do they
participate in the
learning, what
mathematical language
do they use…?
4. Reflecting on the learning
• What was it like for you?
• How did you connect
with the children, the
teacher…?
• What questions did you
raise?
• I’m learning and observing what
mathematical skills and thinking the
student is capable of.
• I’m learning and observing how I can
understand how different students learn
and think mathematically.
• I’ve observed that he is more than
capable of deriving answers to most
questions without too much prompting
and questioning.
• I’m learning and observing that that
student is more than capable of using
the mathematical terms and language.
• He was pretty eager to participate
initially, however, his patience and
attention were slowly deteriorating.
• The interview was an eye-opener, as it
showed that students attention and
interest can change and it is important
to have different prompts and questions
to gain their attention again.
• It really was not hard to connect with
the student with small conversations and
re-wording of questions allowed to gain
his attention and to build a rapport with
him.
• After the interview, I was thinking how
can I have differentiation in the
classroom for me to keep students
engaged and enthusiastic to learn.
Date: 17 April 2018
Classroom details: N/A
1. Jottings/ quick notes
• Brief words or phrases
while at the field site
• Usually recorded in a
small notebook
• Note: these notes are
good to refer to
afterwards
2. Describing recount of events
• Recall everything you
remember about the
occasion
• This includes general
information e.g.
sequence of events,
general descriptions
3. Analysing the learning
• Reflect on the purpose of
the visit i.e. What are you
learning about the
child/ren, what have you
observed that the
child/ren can/cannot
do, how do they
participate in the
learning, what
mathematical language
do they use…?
Time: N/A
School details: N/A
• Throughout the interview, the student
seemed really enthusiastic to
participate.
• His willingness to answer did not waiver,
because his confidence kept growing
with every correct answer he gets.
• However, even when he was stumped,
his facial expression and body language
showed that he was determined to find
the correct answer with multiple
attempts.
• It was first explained to the student what
is going to happen.
• It was reiterated to him that the
interview was only to determine what
they already know.
• The student was then asked the
interview questions.
• Throughout the interview, he was pretty
eager to participate and answer the
questions.
• However, there were certain tasks that
took him a long time to answer and to
connect known facts and strategies to
derive the answer, specifically Task 29.
• After the interview, he politely and said
thank you and goodbye before leaving.
• I’m learning and observe what
mathematical skills and thinking the
student is capable of.
• I’m learning and observe how I can
understand how different students learn
and think mathematically.
• I’ve observed that he is more than
capable of deriving answers to most
questions without too much prompting
and questioning.
 • I’m learning and observing that that
student is more than capable of using
the mathematical terms and language.
• He was pretty eager to participate
throughout the entire interview.

4. Reflecting on the learning • The interview was an eye-opener, as it

• What was it like for you? showed that students can be very
• How did you connect different.
with the children, the
• It really was not hard to connect with
teacher…?
• What questions did you the student was small conversations here
raise? and there allowed me to gain his
attention and build a rapport with him.
• After the interview, I was thinking how
can I have a differentiation in the
classroom for me to keep students
engaged and enthusiastic to learn.
Child A or B pseudonym: Noah

SENA administer: SENA 1 or SENA 2

Grade of child: Year 3

Dear Sir or Madam,

After conducting the SENA 2 interview with Noah, the results of the interview

showed that he had multiple mathematical understandings and he utilised a

variety of mathematical strategies. Noah was competently and constantly

applying his prior knowledge and understandings of early arithmetical

strategies to calculate the initial questions. He also efficiently identified most

numbers shown without any hesitation or mistakes. In addition, Noah was

more than capable of counting forwards and backwards with numerals up

until 1000. Moreover, his conservation of numbers was efficiently done

through the different mental mathematical strategies he used to provide a

range of answers. Additionally, Noah was able to identify and categorise the

different place values and utilised his understandings to solve the equations.

Lastly, his understandings of multiplication and division facts were evidently

utilised as he was able to use the facts from previous questions and adapt it

to the next question. However, the only skill and mathematical understanding

he lacked was being able to visualise objects onto a certain area and to

mentally manipulate it.

Through the evident results of the interview, Noah is clearly, according to

(Belonging, being & becoming, 2009, p. 35), a student that is a confident and

involved learner. This is safe to say because he displayed that he was

capable of applying his understanding, thinking and strategies to solve

mathematical problems and apply these understandings to unfamiliar

concepts (Belonging, being & becoming, 2009, p. 35). Therefore, Noah had

developed “a range of skills and process such as problem solving, enquiry,

experimentation… and investigating” (Belonging, being & becoming, 2009,

p. 35).

Kind Regards,

Mary Naces
Child A or B pseudonym: Jaiden

SENA administer: SENA 1 or SENA 2

Grade of child: Year 2

Dear Sir or Madam,

After conducting the SENA 2 interview with Jaiden, it was made clear that he

is a confident and involved student as he was evidently curious, cooperative,

enthusiastic and persistent (Belonging, being & becoming, 2009, p. 34). This is

because he showed enthusiasm and a great amount of energy whilst

participating in the interview. Furthermore, he was persevering and persisting

to obtain the satisfaction of getting the correct answer (Belonging, being &

becoming, 2009, p. 34). Also, he displayed that he developed "a range of

skills and process such as problem-solving, experimentation… and

investigating" (Belonging, being & becoming, 2009, p. 35). This is evident as he

showed that he applied a variety of strategies and thinking to solve different

problems (Belonging, being & becoming, 2009, p. 35). Furthermore, he

evidently was capable of transferring and adapting his prior knowledge and

understandings to a new concept (Belonging, being & becoming, 2009, p.

36). This is because he displayed that he was capable making connections

between new and old understandings of a variety of concepts and to

experiment on different strategies that would allow him to effectively answer

the question (Belonging, being & becoming, 2009, p. 36).

The results of the interview showed that Jaiden had multiple mathematical

understandings and he utilised a variety of mathematical strategies. These

include being capable of applying his early arithmetical strategies to

questions. It also includes numerical and place values identification.

Additionally, he was capable of counting forward and backwards numbers

up until 1000 and, identifying and recalling multiplication and division facts

and utilising this knowledge to answer the questions. Lastly, he was able to

apply the strategy of conservation of numbers during the interview. However,

the only skill he was unable to do was to mentally manipulate and visualise

the question.

Kind Regards,

Mary Naces