A teaching experiment to foster the conceptual understanding of multiplication based on children's literature to facilitate dialogic learning

Paper

Worlley, Amanda and Proctor, Romina M. J.. 2005. "A teaching experiment to foster the conceptual understanding of multiplication based on children's literature to facilitate dialogic learning." Jeffery, Peter L. (ed.) AARE 2004: Australian Association for Research in Education Annual Conference 2004: Positioning Education and Research. Melbourne, Australia 29 Nov - 02 Dec 2004 Coldstream, Vic, Australia.
Paper/Presentation Title

A teaching experiment to foster the conceptual understanding of multiplication based on children's literature to facilitate dialogic learning

Presentation TypePaper
AuthorsWorlley, Amanda (Author) and Proctor, Romina M. J. (Author)
EditorsJeffery, Peter L.
Journal or Proceedings TitleProceedings of the AARE Conference 2004: Positioning Education and Research
Number of Pages22
Year2005
Place of PublicationColdstream, Vic, Australia
Web Address (URL) of Paperhttp://www.aare.edu.au/04pap/abs04.htm
Conference/EventAARE 2004: Australian Association for Research in Education Annual Conference 2004: Positioning Education and Research
Event Details
AARE 2004: Australian Association for Research in Education Annual Conference 2004: Positioning Education and Research
Event Date
29 Nov 2004 to end of 02 Dec 2004
Event Location
Melbourne, Australia
Abstract

The importance of conceptual understanding as opposed to low-level procedural knowledge in mathematics has been well documented (Hiebert & Carpenter, 1992). Development of conceptual understanding of multiplication is fostered when students recognise the equal group structure that is common in all multiplicative problems (Mulligan & Mitchelmore, 1996). This paper reports on the theoretical development of a transformative teaching experiment based on conjecture-driven research design (Confrey & Lachance, 1999) that aims to enhance Year 3 students’ conceptual understanding of multiplication. The teaching experiment employs children’s literature as a motivational catalyst and mediational tool for students to explore and engage in multiplication activities and dialogue. The SOLO taxonomy (Biggs & Collis, 1989) is used to both frame the novel teaching and learning activities, as well as assess the level of students’ conceptual understanding of multiplication as displayed in the products derived from the experiment. Further, student’s group interactions will be analysed in order to investigate the social processes that may contribute positively to learning.

Keywordsmathematics education, multiplication, dialogic learning, conceptual understanding
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
Public Notes

This is a refereed paper. Copyright of the collection © Australian Association for Research in Education 2005. Each paper is copyright © of the individual author or authors named on each paper.

Byline AffiliationsGriffith University
Institution of OriginUniversity of Southern Queensland
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