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Direct linkDownton, Ann; Giumelli, Kerry; McHugh, Barbara; Stenning, Paul – Mathematics Education Research Journal, 2023
The shift from additive to multiplicative thinking is challenging for students. A professional learning program was developed that focused on an identified area of need by teachers, namely multiplicative thinking. Program content focused on concepts underpinning multiplicative thinking, pedagogical approaches, challenging tasks, and application to…
Descriptors: Faculty Development, Program Effectiveness, Multiplication, Thinking Skills
Download full textDownton, Ann; Giumelli, Kerry; McHugh, Barbara; Roosen, Tammy; Meredith, Nadine; Caleta, Geraldine; King, Melissa; Salkeld, Kathryn; Stenning, Paul – Mathematics Education Research Group of Australasia, 2019
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…
Descriptors: Multiplication, Mathematics Instruction, Thinking Skills, Pedagogical Content Knowledge
Yates, Shirley M.; Lockwood, Michelle – North American Chapter of the International Group for the Psychology of Mathematics Education, 2014
Poor mathematics achievement in middle school students is evident in many countries. While some of the difficulties can be attributed to student related factors, there is considerable evidence that computational automaticity is essential for mathematics achievement. A QuickSmart (QS) mathematics intervention program was trialled with a group of…
Descriptors: Intervention, Middle School Students, Low Achievement, Mathematics Achievement
