Impact of Teachers' Professional Learning on Students' Learning of Multiplicative Thinking

Autor/inn/en	Downton, Ann; Giumelli, Kerry; McHugh, Barbara; Stenning, Paul
Titel	Impact of Teachers' Professional Learning on Students' Learning of Multiplicative Thinking
Quelle	In: Mathematics Education Research Journal, 35 (2023) 3, S.659-687 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Downton, Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-021-00408-4
Schlagwörter	Faculty Development; Program Effectiveness; Multiplication; Thinking Skills; Teaching Methods; Mathematics Instruction; Grade 3; Grade 4; Elementary School Teachers; Mathematics Achievement; National Competency Tests; Numeracy; Australia; National Assessment Program Literacy and Numeracy + Suchen Sie Ihr Suchwort? Multiplikation; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rechenkompetenz; Australien
Abstract	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 classroom practice. It was delivered via six 90-min modules in 13 participating schools across terms 2-4, as part of regular after school professional learning. Whilst all staff participated, the research focus was year 3-4 teachers. Students' historical data were collected across four years (2016-2019) to determine mean growth over time, in participating and non-participating schools. National Assessment Program Literacy and Numeracy (NAPLAN) and Mathematics Assessment Interview (MAI) data were used to determine the impact of the learning, as both assessments are administered annually. Analysis of year 4 students' longitudinal data showed greater mean growth in student learning over a 2-year period in schools involved in the learning and additional in-class coaching support, than students in non-participating schools. Our findings showed that targeted school-based professional learning, with in-class support from a knowledgeable other, leads to teachers' improved understanding of multiplicative thinking and subsequent pedagogical content knowledge to support student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01