Abstract
Having an understanding of the key ideas underpinning multiplicative thinking is critical for future learning beyond the primary school years. The shift to multiplicative thinking can be challenging for both students and teachers due to its multifaceted nature. This paper reports on a pilot study of professional learning in schools that identified multiplicative thinking, an area of concern. We sought to explore in situ professional learning (school-based) within 14 primary schools across a six-month period. Our findings suggest that in situ professional learning had a positive impact on teachers’ mathematical content knowledge and pedagogical content knowledge.
| Original language | English |
|---|---|
| Title of host publication | Making Waves, Opening Spaces |
| Subtitle of host publication | Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia |
| Editors | Jodie Hunter, Lisa Darragh, Pam Perger |
| Place of Publication | Adelaide SA Australia |
| Publisher | Mathematics Education Research Group of Australasia (MERGA) |
| Pages | 63-66 |
| Number of pages | 4 |
| ISBN (Print) | 9781920846282 |
| Publication status | Published - 2018 |
| Event | Annual conference of the Mathematics Education Research Group of Australasia 2018 - Massey University, Albany Auckland, New Zealand Duration: 1 Jul 2018 → 5 Jul 2018 Conference number: 41st http://www.eenz.com/merga41/ https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2018-MERGA-CP.aspx (Proceedings) |
Conference
| Conference | Annual conference of the Mathematics Education Research Group of Australasia 2018 |
|---|---|
| Abbreviated title | MERGA 2018 |
| Country/Territory | New Zealand |
| City | Albany Auckland |
| Period | 1/07/18 → 5/07/18 |
| Internet address |