GROWING MATHEMATICALLY Multiplicative Thinking Resources to support a

GROWING MATHEMATICALLY: Multiplicative Thinking Resources to support a targeted teaching approach – TRIAL Q & A – Feb 2020 GPO Box 1729, Adelaide, SA 5001 Building D, 80 Payneham Road Stepney, SA 5069 T 08 8363 0288 E office@aamt. edu. au w aamt. edu. au facebook. com/aamtinc

Background • Multiplicative thinking (MT) identified as responsible for 7 -year range in mathematics achievement in Years 5 to 9 (MYNRP 1999 -2000) • MT confirmed as responsible for range in achievement, range of evidenced-based resources produced to support a targeted teaching approach to MT (SNMY 2004 -2006) https: //www. education. vic. gov. au/school/teachers/teachingresou rces/discipline/maths/assessment/Pages/scaffoldnum. aspx Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

SNMY Resources Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

Targeted Teaching Works! Targeting MT improves student learning outcomes (Breed, 2009; RMF-P & RMFII, 2013 -2018) BUT: • Not clear how to access/use resources • More guidance needed on how to implement a targeted teaching approach • MT not visible in the curriculum, not seen as something to be addressed Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

An opportunity • AAMT received a grant from the Australian Government to update and enhance SNMY formative assessment resources for MT (2019 -2020) • MT found to be strongly related to algebraic, geometrical and statistical reasoning (Siemon et al, RMFII, 2015 -2018) • RMFII results supported the preparation of two new assessment options for MT that include mathematical reasoning items • RMFII results also support a revision of the Learning Assessment Framework for MT (LAF) • ACARA interest in evidenced-based learning progressions as a means of improving student mathematics outcomes Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

Growing Mathematical Team Will Morony Duncan Raynor Dianne Siemon Rosemary Callingham Lorraine Day Rachel Whitney-Smith AAMT Senior Consultant AAMT CEO Director SNMY, RMF-P and RMFII research projects Member of RMFII team, Rasch Analysis expert Member of RMFII team, Pedagogy expert ACARA Curriculum Specialist Mathematics Advisory Group includes representatives of Australian DET, ACARA, Academy of Science, Evidence for Learning, State Departments of Education (SA, Tas, Vic), Principals, Independent Schools Australia Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

Growing Mathematically Outputs • Teacher Manual – purpose, rationale, research base, targeted teaching, school case studies, instructions, student work samples, ACARA mapping • Two new assessment options with scoring rubrics, Raw Score Translators to link student achievement to evidenced-based learning progression for MT • Revised Learning Assessment Framework for MT (LAF) includes Zone-based targeted teaching advice • MT Resources includes Zone-based targeted teaching activities and indicative multi-Zone tasks Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

The Trial – Term 1 2020 Review and discuss Teacher Manual with staff Prepare materials and students Provide feedback Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

Prepare the Materials For the purposes of the trial, you will be provided with either Option 3 or Option 4. Prepare the assessment tasks including the two blank pages at the end as stapled booklets Note: students do not need copies of the Scoring Rubrics, Student Score sheet or Raw Score Translator. Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

Allocate Sufficient Time For the assessments to be valid, students must have sufficient time to do as much as they can on each task. Administer over 3 to 4 sessions within a 1 to 2 -week period (e. g. do the extended task in one teaching session then one or two of the shorter tasks at the start of subsequent teaching sessions). Extended task - up to 30 minutes Shorter Tasks – between 10 and 15 minutes Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

Prepare the Class Treat this as a normal classroom activity. Stress that the purpose of doing this is to inform future teaching. Use the Sample Question to make sure that students understand what is expected of them prior to the assessment. Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

Unique ID Ensure students understand what is required to develop their unique ID code Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon

Access the LAF Teaching Advice ZONE 1 ZONE 2 ZONE 3 ZONE 4 ZONE 5 ZONE 6 ZONE 7 ZONE 8 C&E I&D What is Introduced and Developed at one Zone is Consolidated and Established at the next Zone C&E I&D C&E - Consolidate and Establish I&E - Introduce and Develop C&E I&D Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon C&E I&D

Explore Resources – Plan Teaching Response • Case Studies • Zone-based targeted teaching activities • Indicative multi-Zone tasks that point to maths 300, re. Solve, nrich activities • Resources to support teaching advice (e. g. , subitizing cards, game boards) Prepared for the Growing Mathematically Zoom Conference on 18 February 2020 by Dianne Siemon