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

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 proceeding › Conference Paper › Research › peer-review

Abstract

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 language	English
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 (MERGA)
Pages	228-235
Number of pages	8
Publication status	Published - 2019
Event	Annual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia Duration: 30 Jun 2019 → 4 Jul 2019 Conference number: 42nd https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx (Proceedings)

Conference

Conference	Annual conference of the Mathematics Education Research Group of Australasia 2019
Abbreviated title	MERGA 2019
Country/Territory	Australia
City	Perth
Period	30/06/19 → 4/07/19
Internet address	https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx (Proceedings)

Keywords

Mathematics Education
Multiplicative thinking
Professional learning
student thinking

Teachers' knowledge and practice in developing students' multiplicative thinking in years 3 & 4
Downton, A. (Primary Chief Investigator (PCI))
27/01/16 → 24/02/17
Project: Research

Cite this

Downton, A., Giumelli, K., McHugh, B., Roosen, T., Meredith, N., Caleta, G., King, M., Salkeld, K., & 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). Mathematics Education Research Group of Australasia (MERGA).

Downton, Ann ; Giumelli, Kerry ; McHugh, Barbara et al. / The impact of whole school professional learning on students’ multiplicative thinking. Mathematics Education Research: Impacting Practice: Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia. editor / Gregory Hine ; Susan Blackley ; Audrey Cooke. Adelaide SA Australia : Mathematics Education Research Group of Australasia (MERGA), 2019. pp. 228-235

@inproceedings{581f24be54da44749715410ba073e7e4,

title = "The impact of whole school professional learning on students{\textquoteright} multiplicative thinking",

abstract = "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{\textquoteright} pedagogical content knowledge related to Multiplicative Thinking. Analysis of Year 4 students{\textquoteright} 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. ",

keywords = "Mathematics Education, Multiplicative thinking, Professional learning, student thinking",

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

year = "2019",

language = "English",

pages = "228--235",

editor = "Gregory Hine and Susan Blackley and Audrey Cooke",

booktitle = "Mathematics Education Research: Impacting Practice",

publisher = "Mathematics Education Research Group of Australasia (MERGA)",

address = "Australia",

note = "Annual conference of the Mathematics Education Research Group of Australasia 2019, MERGA 2019 ; Conference date: 30-06-2019 Through 04-07-2019",

url = "https://merga.net.au/Public/Publications/Annual\_Conference\_Proceedings/2019-MERGA-conference-proceedings.aspx",

}

Downton, A, Giumelli, K, McHugh, B, Roosen, T, Meredith, N, Caleta, G, King, M, Salkeld, K & 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. Mathematics Education Research Group of Australasia (MERGA), Adelaide SA Australia, pp. 228-235, Annual conference of the Mathematics Education Research Group of Australasia 2019, Perth, Western Australia, Australia, 30/06/19.

The impact of whole school professional learning on students’ multiplicative thinking. / Downton, Ann; Giumelli, Kerry; McHugh, Barbara et al.
Mathematics Education Research: Impacting Practice: Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia. ed. / Gregory Hine; Susan Blackley; Audrey Cooke. Adelaide SA Australia: Mathematics Education Research Group of Australasia (MERGA), 2019. p. 228-235.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

TY - GEN

T1 - The impact of whole school professional learning on students’ multiplicative thinking

AU - Downton, Ann

AU - Giumelli, Kerry

AU - McHugh, Barbara

AU - Roosen, Tammy

AU - Meredith, Nadine

AU - Caleta, Geraldine

AU - King, Melissa

AU - Salkeld, Kathryn

AU - Stenning, Paul

N1 - Conference code: 42nd

PY - 2019

Y1 - 2019

N2 - 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.

AB - 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.

KW - Mathematics Education

KW - Multiplicative thinking

KW - Professional learning

KW - student thinking

M3 - Conference Paper

SP - 228

EP - 235

BT - Mathematics Education Research: Impacting Practice

A2 - Hine, Gregory

A2 - Blackley, Susan

A2 - Cooke, Audrey

PB - Mathematics Education Research Group of Australasia (MERGA)

CY - Adelaide SA Australia

T2 - Annual conference of the Mathematics Education Research Group of Australasia 2019

Y2 - 30 June 2019 through 4 July 2019

ER -

Downton A, Giumelli K, McHugh B, Roosen T, Meredith N, Caleta G et al. The impact of whole school professional learning on students’ multiplicative thinking. In Hine G, Blackley S, Cooke A, editors, Mathematics Education Research: Impacting Practice: Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia. Adelaide SA Australia: Mathematics Education Research Group of Australasia (MERGA). 2019. p. 228-235

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

Abstract

Conference

Keywords

Projects

Teachers' knowledge and practice in developing students' multiplicative thinking in years 3 & 4

Cite this