Abstract
Multiplicative thinking forms the basis for understanding proportions, patterns, fractions, measurement, rates, percentages, statistical thinking, the development of algebraic thinking and understanding the complex issues in society. However, student performance in this area appears to be low (Siemon, 2013). Teachers’ Pedagogical Content Knowledge (PCK) is critical in determining students’ learning attainment in this area.
This study employs an embedded mixed methods approach to investigate in Australia 62 primary school teachers’ PCK for developing multiplicative thinking in students. These teachers range from Pre-service teachers to Novice, Experienced, and Expert teachers. A questionnaire was used to yield quantitative and qualitative data. The three key teaching stages for developing multiplicative thinking provide the focus for this study, with these stages being: (1) Transition stage (from additive to multiplicative thinking), (2) Multiplicative stage (multiplication and division word problems), and (3) Proportional reasoning. Zhang & Stephens (2013) model of Teacher Capacity provided the framework for instrument design and data analysis.
The results show limited teacher knowledge about the connection between multiplicative thinking and other key topics in mathematics. This study also found that teaching experience influenced teachers’ PCK for multiplicative thinking across the three key teaching stages. For instance, Experienced and Expert teachers demonstrated a higher PCK for multiplicative thinking at the Transitional teaching stage compared to Pre-service and Novice teachers. Higher PCK was evident among the Pre-service and Novice teachers at the multiplicative and proportional teaching stages compared to Experienced and Expert teachers. The findings complement current efforts to enhance teachers’ capacity to support students’ learning around multiplicative thinking and highlight specific areas requiring attention in teacher professional development and teacher preparation programs.
This study employs an embedded mixed methods approach to investigate in Australia 62 primary school teachers’ PCK for developing multiplicative thinking in students. These teachers range from Pre-service teachers to Novice, Experienced, and Expert teachers. A questionnaire was used to yield quantitative and qualitative data. The three key teaching stages for developing multiplicative thinking provide the focus for this study, with these stages being: (1) Transition stage (from additive to multiplicative thinking), (2) Multiplicative stage (multiplication and division word problems), and (3) Proportional reasoning. Zhang & Stephens (2013) model of Teacher Capacity provided the framework for instrument design and data analysis.
The results show limited teacher knowledge about the connection between multiplicative thinking and other key topics in mathematics. This study also found that teaching experience influenced teachers’ PCK for multiplicative thinking across the three key teaching stages. For instance, Experienced and Expert teachers demonstrated a higher PCK for multiplicative thinking at the Transitional teaching stage compared to Pre-service and Novice teachers. Higher PCK was evident among the Pre-service and Novice teachers at the multiplicative and proportional teaching stages compared to Experienced and Expert teachers. The findings complement current efforts to enhance teachers’ capacity to support students’ learning around multiplicative thinking and highlight specific areas requiring attention in teacher professional development and teacher preparation programs.
Original language | English |
---|---|
Pages | 283(1) |
Number of pages | 1 |
Publication status | Published - 2023 |
Event | The 46th Conference of the International Group for the Psychology of Mathematics Education - University of Haifa, Haifa, Israel Duration: 16 Jul 2023 → 21 Jul 2023 Conference number: 46 https://pme46.edu.haifa.ac.il/Home https://www.igpme.org/publications/current-proceedings/ (Proceedings) |
Conference
Conference | The 46th Conference of the International Group for the Psychology of Mathematics Education |
---|---|
Abbreviated title | Mathematics education for global sustainability. |
Country/Territory | Israel |
City | Haifa |
Period | 16/07/23 → 21/07/23 |
Other | The Local Organizing Committee of the 46th Annual Meeting of the International Group for the Psychology of Mathematics Education is pleased to invite you to attend the conference to be held in Haifa, Israel from July 16 to July 21, 2023. The theme of the conference is “Mathematics education for global sustainability.” This theme calls attention to caretaking of human wellbeing, coping with global disease, narrowing economic and social inequalities, and mitigating climate emergencies. These crises can be seen as interwoven threads that are inseparable one from another. |
Internet address |