Purpose

This blended professional learning supports K-6 teachers and leaders to:

• deepen their understanding of additive strategies
• apply effective teaching and assessment practices to develop students’ flexible additive thinking.

Who should participate?

Kindergarten to Year 6 teachers

Leaders of additive thinking implementation and associated professional learning within schools.

Mode of delivery

Blended learning with facilitator-led learning delivered in MS Teams and short, self-paced modules.

Content

This professional learning includes a prerequisite e-learning module (45 minutes), 3 live, facilitator-led modules (2.5 hours each) and 2 self-paced e-learning tasks (approximately 1 hour each).

Prerequisite e-learning: Introduction to additive strategies

Completing the prerequisite e-learning will enable participants to:

• develop an understanding of additive strategies
• explore how additive strategies is represented in the NSW Mathematics K–10 (2022) Syllabus and the National Numeracy Learning Progression
• understand the developmental progression of the first 3 additive strategies levels from the National Numeracy Learning Progression
• recognise the importance of trusting the count in additive thinking.

Module 1: The development of additive thinking

Completing module 1 will enable participants to:

• understand the progression of additive thinking within the Additive Strategies sub-element
• connect the Additive strategies progression to the NSW Mathematics K-10 Syllabus to inform planning and responsive teaching
• Identify teaching practices, representations and learning experiences that develop flexible additive thinking.

Self-paced e-learning task 1: Using the Interview for Student Reasoning – Additive thinking

Completing self-paced e-learning task 1 will enable participants to use the Interview for Student Reasoning – Additive Thinking (IfSR-AT) to strategically investigate gaps in student knowledge and use additive tasks to uncover students’ reasoning and thinking.

Module 2: Applying additive thinking

Completing module 2 will enable participants to:

• recognise the mathematical relationships that underpin flexible additive thinking and support the use of flexible additive strategies
• explore how concrete, pictorial and abstract representations support students' development of flexible additive thinking.

Self-paced e-learning task 2: Teaching practices to support additive thinking

Completing self-paced e-learning task 2 will enable participants to engage with a range of teaching practices to support classroom implementation, including talk routines, open-ended questions, parallel tasks, number problem strings and bar models.

Module 3: Developing effective and responsive classroom practice.

Completing module 3 will enable participants to:

• understand how purposeful planning supports the development of flexible additive thinking
• select and sequence learning experiences that build on students' mathematical understanding
• identify opportunities to gather evidence of learning to inform responsive teaching.

Dates

Enrolments are paused while course content is reviewed and updated.

Registration dates will be available in Term 1, 2027.

Contact

If you have any questions, contact literacy.numeracy@det.nsw.edu.au.