Teachers’ perceptions of students’ development of multiplicative thinking

Ann Downton, Kerry Giumelli, Barbara McHugh

    Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


    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 languageEnglish
    Title of host publicationMaking Waves, Opening Spaces
    Subtitle of host publicationProceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia
    EditorsJodie Hunter, Lisa Darragh, Pam Perger
    Place of PublicationAdelaide SA Australia
    PublisherMathematics Education Research Group of Australasia (MERGA)
    Number of pages4
    ISBN (Print)9781920846282
    Publication statusPublished - 2018
    EventAnnual conference of the Mathematics Education Research Group of Australasia 2018 - Massey University, Albany Auckland, New Zealand
    Duration: 1 Jul 20185 Jul 2018
    Conference number: 41st
    https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2018-MERGA-CP.aspx (Proceedings)


    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2018
    Abbreviated titleMERGA 2018
    Country/TerritoryNew Zealand
    CityAlbany Auckland
    Internet address

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