Making it count : teacher actions to support the development of multiplicative reasoning through the use of choral counting conceptual starters : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education at Massey University, Albany, New Zealand

Abstract

Learning to think multiplicatively is one of the most challenging transitions primary aged students must make in their journey of mathematical learning. This study explores the development of multiplicative reasoning among Year Five to Eight students in Aotearoa New Zealand through a conceptual starter activity involving choral counting. Additionally, it examines the pedagogical actions used by teachers to support students in engaging in collaborative discourse and advance students’ multiplicative reasoning through the enactment of mathematical practices. Relevant literature is examined to illustrate how students develop multiplicative reasoning and what key mathematical concepts they must first understand. The literature review provides evidence of the important role of teacher pedagogical actions that support students’ multiplicative reasoning through facilitating their participation in investigating, noticing, conjecturing, explaining, justifying, and generalising. An interpretivist approach was taken for this qualitative classroom-based case study. A collaborative planning and reflective partnership was established with two teacher participants to support the lesson development. Teacher interviews, video recorded observations, and classroom artefacts made up the data collection. On-going and retrospective data analysis was used to form the findings of this study. The findings revealed important advances in students’ multiplicative reasoning as the teachers facilitated collaborative discourse. Students were provided with many opportunities to share and clarify their thinking while building on the ideas of others. This occurred as explicit counting, place value, and multiplicative concepts were explored. The research findings provide insights into ways teachers can support students to develop conjectures, explanations, justification, and generalisations as they engage with the choral count starter activities. The results of this study suggest that student participation in choral count starter activities where teachers emphasise the enactment of mathematical practices through collaborative discussion support their development of multiplicative thinking.