Purpose

Supports K-6 teachers and leaders to:

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

Who should participate?

• Kindergarten to Year 6 teachers
• Leaders of multiplicative thinking implementation and associated professional learning within schools.

Mode of delivery

Blended learning - a combination of self-paced modules and facilitator-led, live sessions via Microsoft Teams.

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 multiplicative strategies

Completing the prerequisite learning will enable participants to:

• develop an understanding of multiplicative strategies and the multiplicative situation
• explore how multiplicative strategies is represented in the NSW Mathematics K–10 (2022) Syllabus and the National Numeracy Learning Progression
• understand the key foundations that support students’ transition to multiplicative thinking.

Module 1: The development of multiplicative thinking

Completing module 1 will enable participants to:

• understand how to move students from additive to multiplicative thinking​
• recognise how arrays, regions and area models support the development of multiplicative thinking
• explore the multiplicative situation and the relationships between multiplication and division.

Self-paced e-learning: Using Interview for Student Reasoning – Multiplicative thinking

Completing the self-paced e-learning task will enable participants to use the Interview for Student Reasoning – Multiplicative thinking (ifSR-MT) to strategically investigate gaps in student knowledge and use multiplicative tasks to uncover students’ reasoning and thinking.

Module 2: Applying multiplicative thinking

Completing module 2 will enable participants to:

• understand the development of multiplicative thinking through ‘for each’​
• understand how to develop fluency through multiplicative relationships​
• explore how concrete, pictorial and abstract representations support students' development of flexible multiplicative thinking.

Self-paced e-learning: Teaching practices to support multiplicative thinking

Completing the self-paced e-learning task 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 multiplicative 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.