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…

Can teachers contact the inner coherence of mathematics while working in a context fragmented by always-new objectives, criteria, and initiatives? How, more importantly, can learners experience the inner coherence of mathematics while working in a context fragmented by testing, modular curricular, short-term learning objectives, and lessons that…