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Hurst, Chris – Australian Primary Mathematics Classroom, 2018
Evidence suggests that some students have learned procedures with little or no underpinning understanding while others have a much more connected and conceptual levels of understanding. In this article, the work of four primary students is discussed in terms of their contextual understanding of multiplicative concepts. The difference between…
Descriptors: Mathematics Instruction, Mathematical Logic, Multiplication, Teaching Methods
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Hurst, Chris; Hurrell, Derek – Australian Primary Mathematics Classroom, 2017
A journey into multiplicative thinking by three teachers in a primary school is reported. A description of how the teachers learned to identify gaps in student knowledge is described along with how the teachers assisted students to connect multiplicative ideas in ways that make sense.
Descriptors: Elementary School Teachers, Elementary School Mathematics, Mathematics Instruction, Multiplication
Hurst, Chris; Hurrell, Derek – Australian Primary Mathematics Classroom, 2016
Multiplicative thinking is accepted as a "big idea" of mathematics that underpins important mathematical concepts such as fraction understanding, proportional reasoning, and algebraic thinking. It is characterised by understandings such as the multiplicative relationship between places in the number system, basic and extended number…
Descriptors: Multiplication, Mathematics Instruction, Algebra, Mathematical Logic
Hurst, Chris – Australian Primary Mathematics Classroom, 2016
It is important for students to make informed decisions about computation. This article highlights this importance and develops a framework which may assist teachers to help students to make effective computational choices.
Descriptors: Mathematics Instruction, Teaching Methods, Elementary School Students, Decision Making
Hurst, Chris – Australian Primary Mathematics Classroom, 2015
The relationships between three critical elements, and the associated mathematical language, to assist students to make the critical transition from additive to multiplicative thinking are examined in this article by Chris Hurst.
Descriptors: Mathematics Instruction, Multiplication, Correlation, Addition
Sparrow, Len; Hurst, Chris – Australian Primary Mathematics Classroom, 2010
Most adults' attitudes to mathematics come from their experiences of mathematics in school when they were children. Children's mathematical worlds are complex places containing both cognitive and affective elements. One cannot ignore the affective domain if one wishes to understand children's mathematical learning. Teacher education students…
Descriptors: Mathematics Education, Student Attitudes, Scientific Attitudes, Educational Practices
Hurst, Chris – Australian Primary Mathematics Classroom, 2007
The plethora of data that confronts teachers on a daily basis requires that they know more than simply being able to calculate. It demands that they understand the context in which the mathematical ideas are embedded and what those ideas are telling them in relation to that context. Also, it necessitates that they are prepared to question how…
Descriptors: Mathematics Education, Mathematics Instruction, Knowledge Base for Teaching, Foreign Countries