The impact of whole school professional learning on students’ multiplicative thinking

Ann Downton, Kerry Giumelli, Barbara McHugh, Tammy Roosen, Nadine Meredith, Geraldine Caleta, Melissa King, Kathryn Salkeld, Paul Stenning

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


    The complex nature of multiplicative thinking can be challenging for students and teachers to navigate. We report on the impact on student learning of school-based professional learning that targeted teachers’ pedagogical content knowledge related to Multiplicative Thinking. Analysis of Year 4 students’ longitudinal data indicated greater growth over time in schools involved in the learning than in non-participating schools. Six schools that received additional classroom support from teaching educators, showed the greatest growth over time. These findings suggest that school-based professional learning which includes a coaching component impacts on knowledge and practice, and subsequent student learning.
    Original languageEnglish
    Title of host publicationMathematics Education Research: Impacting Practice
    Subtitle of host publicationProceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia
    EditorsGregory Hine, Susan Blackley, Audrey Cooke
    Place of PublicationAdelaide SA Australia
    PublisherMathematics Education Research Group of Australasia
    Number of pages8
    Publication statusPublished - 2019
    EventAnnual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia
    Duration: 30 Jun 20194 Jul 2019
    Conference number: 42nd (Proceedings)


    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2019
    Abbreviated titleMERGA 2019
    Internet address


    • Mathematics Education
    • Multiplicative thinking
    • Professional learning
    • student thinking

    Cite this