Show simple item record

dc.contributor.authorHurst, Chris
dc.contributor.authorHolmes, Marilyn
dc.contributor.authorLinsell, Chris
dc.contributor.authorOffen, Bilinda
dc.contributor.editorHunter, Jodie
dc.contributor.editorPerger, Pamela
dc.contributor.editorDarragh, Lisa
dc.date.accessioned2020-09-02T06:24:47Z
dc.date.available2020-09-02T06:24:47Z
dc.date.issued2018
dc.identifier.citationHurst, C. and Holmes, M. and Linsell, C. and Offen, B. 2018. Symposium: Multiplicative Thinking: Enhancing the Capacity of Teachers to Teach and Students to Learn. In: MERGA 41 Making waves, opening spaces, 1st Jul 2018, Auckland.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/80837
dc.description.abstract

Multiplicative thinking is a key aspect of primary and middle school mathematics and is considered to be a predictor of students’ capacity to progress beyond basic mathematical learning. It is characterised by a complex set of connecting ideas about which teachers need to have a broad and deep understanding. The study on which this symposium is based began in 2014 in Western Australia. It has involved over 1900 primary school students of ages 9 to 11 years, approximately 120 teachers, and 16 schools. This symposium presents an overview of the project and then focuses on the New Zealand phase of the project. Assessment of students’ multiplicative thinking in the form of a written quiz and semi-structured interviews enabled teachers and researchers to identify students’ knowledge and understanding of multiplicative concepts and led to the structuring of a targeted teaching program over several months. Parallel pre and post quizzes were used to investigate the extent of student learning that occurred. A highly significant increase in student attainment was noted. The use of manipulative materials to identify the extent of students’ multiplicative thinking was also investigated through semi-structured interviews. Teachers’ content knowledge was explored with particular emphasis on the use of student tasks targeting specific aspects of multiplicative thinking. It was found that teachers became more confident in teaching multiplicative concepts, showed a greater awareness of connections between ideas, and demonstrated a growing awareness of the importance of explicit mathematical language.

dc.titleSymposium: Multiplicative Thinking: Enhancing the Capacity of Teachers to Teach and Students to Learn
dc.typeConference Paper
dcterms.source.titleMaking waves, opening spaces
dcterms.source.isbn978-1-920846-28-2
dcterms.source.conferenceMERGA 41 Making waves, opening spaces
dcterms.source.conference-start-date1 Jul 2018
dcterms.source.conferencelocationAuckland
dc.date.updated2020-09-02T06:24:47Z
curtin.departmentSchool of Education
curtin.accessStatusIn process
curtin.facultyFaculty of Humanities
curtin.contributor.orcidHurst, Chris [0000-0002-8797-8508]
dcterms.source.conference-end-date5 Jul 2018
curtin.contributor.scopusauthoridHurst, Chris [57069714000]


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record