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.
|Title of host publication||Mathematics Education Research: Impacting Practice|
|Subtitle of host publication||Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia|
|Editors||Gregory Hine, Susan Blackley, Audrey Cooke|
|Place of Publication||Adelaide SA Australia|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||8|
|Publication status||Published - 2019|
- Mathematics Education
- Multiplicative thinking
- Professional learning
- student thinking
Downton, A., Giumelli, K., McHugh, B., Roosen, T., Meredith, N., Caleta, G., ... Stenning, P. (2019). The impact of whole school professional learning on students’ multiplicative thinking. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics Education Research: Impacting Practice: Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia (pp. 228-235). Adelaide SA Australia: Mathematics Education Research Group of Australasia.