Access to multiplicative thinking and the Big Ideas in Number that support this from Foundation to Year 10 is essential for meaningful participation in school mathematics. Formative assessment holds the key to improving mathematics learning outcomes but not everything needs to be assessed formally and not everything needs to be differentiated. Targeted teaching is specifically concerned with addressing students’ learning needs in relation to a big idea in Number without which their progress in school mathematics will be seriously impacted. This seminar will revisit the Assessment for Common Misunderstanding materials and tease out the key underpinning ideas and strategies needed at different levels of schooling to ensure students make the shift from additive to multiplicative reasoning.
|Session Code||Session Date||Session Start||Session Finish||Session Location||Places Remaining|
|B-C-06||05/12/2019||11:00 am||01:20 pm||La Trobe University Bundoora||
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