Multiplicative Thinking is the third of the Big Ideas in Number and needs to be in place by the end of Year 4 for students to successfully navigate the Mathematics Curriculum in future years. Moving students from Additive Thinking to Multiplicative Thinking takes considerable time and explicit teaching. In this course Professor Di Siemon will outline research-informed and evidence-based teaching strategies that build the connections to Multiplicative Thinking.
This 2 day program is designed for teachers from Years 3 to 8 and will focus on creating an inquiry cycle that uses diagnostic tools to determine students’ current understanding followed by explicit teaching using resources and classroom based approaches to support teachers in moving their students’ to become multiplicative thinkers.
- Understand what Multiplicative Thinking is and how it differs from additive thinking;
- Become proficient in using the diagnostic tools of the Scaffolding Numeracy in the Middle Years Project;
- Build their curricula knowledge in Mathematics and understand the progression of learning in relation to this aspect of Number;
- Increase their pedagogical content knowledge through the use of research-informed and evidence-based teaching practices focussed on the learning of Number; and
- Determine the impact of their teaching through the measurement of student growth in the area of multiplicative thinking.
Standard 1 – Know students and how they learn
Standard 2 – Know the content and how to teach it
Standard 3 – Plan for and implement effective teaching and learning
Standard 5 – Assess, provide feedback and report on learning
Standard 6 – Engage in professional learning
2 Day Program – 9.00am – 3.30pm
Term 1: Friday 8 March 2019 – Blundstone Arena Function Centre, Hobart
Term 2: Friday 7 June 2019 – Professional Learning Institute, Hobart
North & North West
Term 1: Tuesday 19 March 2019 – The Tramsheds, Launceston
Term 2: Tuesday 25 June 2019 – Penguin Community Learning Centre, Penguin