Primary school teachers’ knowledge for teaching multiplicative thinking
Multiplicative thinking is important for students’ learning of key topics in mathematics such as algebra, geometry, measurement, fractions, statistics, and probability. This study employed an embedded mixed-method approach to investigate primary school teachers’ pedagogical content knowledge for dev...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Sriwijaya University
2024-10-01
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| Series: | Journal on Mathematics Education |
| Subjects: | |
| Online Access: | http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/854 |
| _version_ | 1826924042710417408 |
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| author | Mayamiko Malola Wee Tiong Seah |
| author_facet | Mayamiko Malola Wee Tiong Seah |
| author_sort | Mayamiko Malola |
| collection | DOAJ |
| description | Multiplicative thinking is important for students’ learning of key topics in mathematics such as algebra, geometry, measurement, fractions, statistics, and probability. This study employed an embedded mixed-method approach to investigate primary school teachers’ pedagogical content knowledge for developing multiplicative thinking in students. The study participants (n = 62) were primary school teachers in Australia at different levels of teaching experience, from preservice teachers to novice, experienced, and expert teachers. Teachers completed a carefully designed questionnaire, and a model of Teacher Capacity was the framework for instrument design and data analysis. The investigation in this research focused on three key teaching stages for developing multiplicative thinking: transitional, multiplicative, and proportional reasoning. Estimated marginal means, pairwise comparison, and regression analysis statistical tests were conducted using SPSS 2.0. The results highlight specific areas requiring attention in teacher professional development and preparation programs to enhance teachers’ capacity to effectively support students’ learning and development around multiplicative thinking. For example, there is a need to enhance teachers’ capacity for multiplicative thinking during transitional teaching and the need to emphasize the development of teachers’ knowledge of students and the design of instruction. |
| first_indexed | 2025-02-17T14:34:04Z |
| format | Article |
| id | doaj.art-e263137831534e52b5dcc118c6660e54 |
| institution | Directory Open Access Journal |
| issn | 2087-8885 |
| language | English |
| last_indexed | 2025-02-17T14:34:04Z |
| publishDate | 2024-10-01 |
| publisher | Sriwijaya University |
| record_format | Article |
| series | Journal on Mathematics Education |
| spelling | doaj.art-e263137831534e52b5dcc118c6660e542024-12-22T23:15:47ZengSriwijaya UniversityJournal on Mathematics Education2087-88852024-10-011541175119610.22342/jme.v15i4.pp1175-1196854Primary school teachers’ knowledge for teaching multiplicative thinkingMayamiko Malola0https://orcid.org/0000-0002-8725-3152Wee Tiong Seah1https://orcid.org/0000-0001-9378-8439Faculty of Arts and Education, Charles Sturt University, Wagga, AustraliaFaculty of Education, University of Melbourne, Melbourne, AustraliaMultiplicative thinking is important for students’ learning of key topics in mathematics such as algebra, geometry, measurement, fractions, statistics, and probability. This study employed an embedded mixed-method approach to investigate primary school teachers’ pedagogical content knowledge for developing multiplicative thinking in students. The study participants (n = 62) were primary school teachers in Australia at different levels of teaching experience, from preservice teachers to novice, experienced, and expert teachers. Teachers completed a carefully designed questionnaire, and a model of Teacher Capacity was the framework for instrument design and data analysis. The investigation in this research focused on three key teaching stages for developing multiplicative thinking: transitional, multiplicative, and proportional reasoning. Estimated marginal means, pairwise comparison, and regression analysis statistical tests were conducted using SPSS 2.0. The results highlight specific areas requiring attention in teacher professional development and preparation programs to enhance teachers’ capacity to effectively support students’ learning and development around multiplicative thinking. For example, there is a need to enhance teachers’ capacity for multiplicative thinking during transitional teaching and the need to emphasize the development of teachers’ knowledge of students and the design of instruction.http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/854multiplicative thinkingpedagogical content knowledgeteacher capacityteaching experience |
| spellingShingle | Mayamiko Malola Wee Tiong Seah Primary school teachers’ knowledge for teaching multiplicative thinking Journal on Mathematics Education multiplicative thinking pedagogical content knowledge teacher capacity teaching experience |
| title | Primary school teachers’ knowledge for teaching multiplicative thinking |
| title_full | Primary school teachers’ knowledge for teaching multiplicative thinking |
| title_fullStr | Primary school teachers’ knowledge for teaching multiplicative thinking |
| title_full_unstemmed | Primary school teachers’ knowledge for teaching multiplicative thinking |
| title_short | Primary school teachers’ knowledge for teaching multiplicative thinking |
| title_sort | primary school teachers knowledge for teaching multiplicative thinking |
| topic | multiplicative thinking pedagogical content knowledge teacher capacity teaching experience |
| url | http://jme.ejournal.unsri.ac.id/index.php/jme/article/view/854 |
| work_keys_str_mv | AT mayamikomalola primaryschoolteachersknowledgeforteachingmultiplicativethinking AT weetiongseah primaryschoolteachersknowledgeforteachingmultiplicativethinking |