104 results on '"Hurst, Chris"'
Search Results
2. Staying Proximate
- Author
-
Rantala, Outi, Kinnunen, Veera, Höckert, Emily, Grimwood, Bryan S. R., Hurst, Chris E., Jóhannesson, Gunnar Thór, Jutila, Salla, Ren, Carina, Stinson, Michela J., Valtonen, Anu, Vola, Joonas, Norum, Roger, Series Editor, Rantala, Outi, editor, Kinnunen, Veera, editor, and Höckert, Emily, editor
- Published
- 2024
- Full Text
- View/download PDF
3. Specialised Content Knowledge: The Convention for Naming Arrays and Describing Equal Groups' Problems
- Author
-
Hurst, Chris and Hurrell, Derek
- Abstract
Specialised Content Knowledge (SCK) is defined by Ball, Hoover-Thames, and Phelps (2008) as mathematical knowledge essential for effective teaching. It is knowledge of mathematics that is beyond knowledge which would be required outside of teaching; for instance, the capacity to determine what misconception(s) may lie behind an error in calculation. Such knowledge should be core business of teachers of mathematics, and any perceived shortfall in SCK viewed as problematic. The research reported on here is part of a large study about multiplicative thinking involving approximately two thousand children between nine and twelve years of age and their teachers. Data were generated from semi-structured interviews and a written diagnostic assessment quiz. As part of that large project, forty-four Australian and New Zealand primary and middle school teachers were asked to respond to student work related to multiplicative thinking, particularly to concepts of numbers of equal groups and commutativity. Participants' responses reflected confusion about a pivotal piece of SCK, the convention for naming arrays. As well, questionable assumptions about the children's work samples were made. Given that there is not unanimous agreement amongst mathematics educators about naming conventions, these observations may not be surprising. Due to the sample size, broad generalisations cannot be made, but the results suggest that many teachers may have limited SCK with regards to the important mathematical area of Multiplicative Thinking (MT).
- Published
- 2021
4. Factors and Multiples: Important and Misunderstood
- Author
-
Hurst, Chris, Hurrell, Derek, and Huntley, Ray
- Abstract
Factors and multiples are important aspects of mathematical structure that support the understanding of a range of other ideas including multiplication and division, and later on, factorization. At primary school level, it is important that factors and multiples are taught as a connected enterprise and as vital parts of the multiplicative situation; that is multiplication and division. The primary objective of the study on which this paper is based was to determine the extent of children's understanding of factors and multiples. A written quiz containing questions about factors and multiples and asking for children to explain their responses, was administered. Results suggest that the language involved with factors and multiples may play a role in the extent to which children develop a conceptual understanding of them. Also, most children know some things about factors and multiples but struggled to connect and articulate ideas when factors and multiples were presented in a different context. In conclusion, the inconsistency of participant responses suggests that teaching about factors and multiples needs to emanate from a more conceptual and connected standpoint.
- Published
- 2021
5. Distributivity, Partitioning, and the Multiplication Algorithm
- Author
-
Hurst, Chris and Huntley, Ray
- Abstract
Multiplicative thinking underpins much of the mathematics learned beyond the middle primary years. As such, it needs to be understood conceptually to highlight the connections between its many aspects. This paper focuses on one such connection; that is how the array, place value partitioning and the distributive property of multiplication are related. It is important that students understand how the property informs the written multiplication algorithm. Another component of successful use of the standard multiplication algorithm is extended number facts and the paper also explores students' ability to understand and generate them. One purpose of the study was to investigate the extent to which students used the standard multiplication algorithm and if their use of it is supported by an understanding of the underpinning components of the array, partitioning, the distributive property, and extended number facts. That is, we seek to learn if students have a conceptual understanding of the multiplication algorithm and its underpinning mathematics that would enable them to transfer their knowledge to a range of contexts, or if they have procedurally learned mathematics. In this qualitative study, data were generated from the administration of a Multiplicative Thinking Quiz with a sample of 36 primary aged students. Data were analyzed manually and reported using descriptive statistics. The main implications of the study are that the connections among the multiplicative array, place value partitioning, base ten property of place value, distributive property of multiplication, and extended number facts need to be made explicit for children in terms of how they inform the use of the written algorithm for multiplication.
- Published
- 2020
6. Manipulatives and Multiplicative Thinking
- Author
-
Hurst, Chris and Linsell, Chris
- Abstract
This small study sought to determine students' knowledge of multiplication and division and whether they are able to use sets of bundling sticks to demonstrate their knowledge. Manipulatives are widely used in primary and some middle school classrooms, and can assist children to connect multiplicative concepts to physical representations. Qualitative data were generated from semi-structured interviews with 32 primary and middle school children aged nine to eleven years. Participants were asked to work out the answer to multiplication and division examples and explain their thinking using bundling sticks. Results suggest that the majority of participant students may have a limited knowledge of aspects of the multiplication process and even less knowledge of the division process. The study also identified that many of the students appeared uncomfortable and/or unfamiliar with using bundling sticks and a number of them had difficulty in using bundling sticks to explain the multiplication and division processes. We conclude that manipulatives such as bundling sticks do not magically lead children to mathematical learning but are sufficiently powerful to warrant teachers familiarising themselves with how manipulatives can be used to develop conceptual understanding.
- Published
- 2020
7. Multiplicative Thinking: 'Pseudo-Procedures' Are Enemies of Conceptual Understanding
- Author
-
Hurst, Chris and Hurrell, Derek
- Abstract
Multiplicative thinking is widely accepted as a critically important 'big idea' of mathematics that underpins much mathematical understanding beyond the primary years. It is therefore important to ensure not only that children can think multiplicatively, but that they can do so at a conceptual rather than procedural level. This paper reports on a large study of 530 primary school children in Australia, New Zealand and the United Kingdom. The research question was "To what extent do children of 10 and 11 years of age understand what happens to digit values when numbers are multiplied and divided by powers of ten?" A written multiplicative thinking quiz was administered and one section of four questions asked students to multiply and divide two digit whole and decimal numbers by a power of ten and then explain what happened to the numbers. Correct response rates for the four calculations ranged from 38.3% to 61.7%. Response rates for appropriate explanations about what happened to the numbers ranged from 2.6% to 5.5%. Most students who attempted to explain what happened did so at a 'pseudo-procedural' level with responses such as 'a zero is added' or 'we take off the zero'. The students who did explain it conceptually did so in terms of the digits moving a place for each power of ten. The implication is that teaching of multiplication and division needs to be done at a conceptual level, with attention paid to the underlying mathematical structure, rather than relying on 'pseudo-procedures' such as 'adding a zero' which are unsustainable and will likely lead to errors.
- Published
- 2020
8. Children Have the Capacity to Think Multiplicatively, as Long as …
- Author
-
Hurst, Chris
- Abstract
Multiplicative thinking has been widely accepted as a critically important "big idea" of mathematics and one which underpins much mathematical understanding beyond the primary years of schooling. It is therefore of importance to consider the capacity of children to think multiplicatively but also to consider the capacity of their teachers to teach multiplicative thinking in a conceptual manner. This article focusses specifically on the conceptual links between the multiplicative array, the notion of numbers of equal groups in the multiplicative situation, factors and multiples, the commutative property of multiplication, and the inverse relationship between multiplication and division. A study involving a large sample of primary school students found that whilst most students demonstrated an understanding of some of the aforementioned elements, hardly any of the students were able to connect the ideas or to explain them in terms of each other. As a consequence of the findings, the impact of teacher knowledge on children's capacity to think multiplicatively was considered.
- Published
- 2017
9. Explicitly Connecting Mathematical Ideas: How Well Is It Done?
- Author
-
Mathematics Education Research Group of Australasia, Hurst, Chris, and Huntley, Ray
- Abstract
Multiplicative thinking is a critical stage of mathematical understanding upon which many mathematical ideas are built. The myriad aspects of multiplicative thinking and the connections between them need to be explicitly developed. One such connection is the relationship between place value partitioning and the distributive property of multiplication. In this paper, we explore the extent to which students understand partitioning and relate it to the distributive property and whether they understand how the property is used in the standard multiplication algorithm.
- Published
- 2017
10. Investigating Children's Multiplicative Thinking: Implications for Teaching
- Author
-
Hurst, Chris and Hurrell, Derek
- Abstract
Multiplicative thinking is a "big idea" of mathematics that underpins much of the mathematics learned beyond the early primary school years. This article reports on a recent study that utilised an interview tool and a written quiz to gather data about children's multiplicative thinking. Our research has so far revealed that many primary aged children have a procedural view of multiplicative thinking which we believe inhibits their progress. There are two aspects to this article. First, we present some aspects of the interview tool and written quiz, along with some of findings, and we consider the implications of those findings. Second, we present a key teaching idea and an associated task that has been developed from our research. The main purpose of the article is to promote the development of conceptual understanding of the multiplicative situation as opposed to the teaching of procedures. In doing so, we encourage the explicit teaching of the many connections within the multiplicative situation and between it and other "big ideas" such as proportional reasoning and algebraic thinking.
- Published
- 2016
11. Assessing Children's Multiplicative Thinking
- Author
-
Mathematics Education Research Group of Australasia, Hurst, Chris, and Hurrell, Derek
- Abstract
Multiplicative thinking is a "big idea" of mathematics that underpins much of the mathematics learned beyond the early primary school years. This paper reports on a current study that utilises an interview tool and a written quiz to gather data about children's multiplicative thinking. The development of the tools and some of the research findings are described here. Findings suggest that middle and upper primary aged children often have a procedural level of understanding of aspects of multiplicative thinking and that various aspects of multiplicative thinking are partially known, and known in different ways by different children.
- Published
- 2016
12. Sliding into Multiplicative Thinking: The Power of the 'Marvellous Multiplier'
- Author
-
Mathematics Education Research Group of Australasia, Hurst, Chris, and Hurrell, Derek
- Abstract
Multiplicative thinking is a critical stage in mathematical learning and underpins much of the mathematics learned beyond middle primary years. Its components are complex and an inability to understand them conceptually is likely to undermine students' capacity to develop beyond additive thinking. Of particular importance are the ten times relationship between places in the number system and what happens when numbers are multiplied or divided by powers of ten. Evidence from the research project discussed here suggests that many students have a procedural view of these ideas, and that a conceptual understanding needs to be developed. It is suggested that this may be possible through the use of a device called "The Marvellous Multiplier".
- Published
- 2016
13. Risk Assessment and Management of COVID-19 Among Travelers Arriving at Designated U.S. Airports, January 17–September 13, 2020
- Author
-
CDC COVID-19 Port of Entry Team, Dollard, Philip, Griffin, Isabel, Berro, Andre, Cohen, Nicole J., Singler, Kimberly, Haber, Yoni, de la Motte Hurst, Chris, Stolp, Amber, Atti, Sukhshant, Hausman, Leslie, Shockey, Caitlin E, Roohi, Shahrokh, Brown, Clive M., Rotz, Lisa D., Cetron, Martin S., and Alvarado-Ramy, Francisco
- Published
- 2020
14. Developing Pre-Service Teacher Capacity to Make Appropriate Choices of Tasks and Resources through Diagnostic Assessment of Children's Work
- Author
-
Mathematics Education Research Group of Australasia and Hurst, Chris
- Abstract
This paper reports on one phase of a long-term project investigating mathematical content knowledge of pre-service teachers. A cohort of second year PSTs conducted a diagnostic assessment and a series of associated tutoring sessions with a primary aged child. The focus here is on the PSTs' ability to make appropriate task choices following the diagnostic process. Results of the study suggest that PSTs are capable of making sound choices of tasks and associated resources based on their mathematical and pedagogical content knowledge following a targeted diagnostic assessment process.
- Published
- 2014
15. Big Challenges and Big Opportunities: The Power of 'Big Ideas' to Change Curriculum and the Culture of Teacher Planning
- Author
-
Mathematics Education Research Group of Australasia and Hurst, Chris
- Abstract
Mathematical knowledge of pre-service teachers is currently "under the microscope" and the subject of research. This paper proposes a different approach to teacher content knowledge based on the "big ideas" of mathematics and the connections that exist within and between them. It is suggested that these "big ideas" should form the basis of teacher planning but it is acknowledged that this represents a "cultural change." The proposal is supported by results from a project that involved pre-service teachers in their final mathematics education unit. Results suggest that a focus on the "big ideas" of mathematics has the potential to change teacher planning and enhance content knowledge.
- Published
- 2014
16. Mathematics Competency and Situational Mathematics Anxiety: What are the Links and How Do These Links Affect Teacher Education Programs?
- Author
-
Cooke, Audrey and Hurst, Chris
- Abstract
The issue of mathematics anxiety and its possible links to mathematical competence have long been of concern to mathematics educators, particularly with the potential of the effects of mathematics anxiety to be transmitted from teacher to student. Hence it is in the interests of teacher educators to understand the nature of mathematics anxiety and connections that may exist between mathematics anxiety and mathematical competence. This study examines the connections between sitting a mathematics competency test and situational anxiety in a group of 47 pre-service teachers in their first year of study. Data were analysed by grouping the pre-service teachers into one of three groups based on their passing test score (a mark of 80-89% or a mark of 90% and above) or their having not sat the competency test. Results indicate that there were strong correlations between the three groups of pre-service teachers in their overall responses to the anxiety questionnaires. However, when data were considered in terms of situations (working in a group, taking a test, and teaching mathematics) and domains (somatic, knowledge, cognitive, and attitude), differences were evident. The implications of these results and the potential impact on teacher education programs are discussed. An appendix presents examples of the types of questions asked in the online mathematics competency tests. (Contains 1 figure.)
- Published
- 2012
17. Seeking a Balance: Helping Pre-Service Teachers Develop Positive Attitudes towards Mathematics as They Develop Competency
- Author
-
Australian Association for Research in Education (AARE), Hurst, Chris, and Cooke, Audrey
- Abstract
Mathematical competence of teachers continues to be an issue of great interest to mathematics educators within tertiary institutions and it is often thought of simultaneously with the notion of mathematics anxiety. While there has been considerable recent research into the latter, no clear conclusions have been able to be drawn about many aspects of the phenomenon and how it is linked to mathematical competence. Most recently, international studies have highlighted notable differences in the standards of teacher preparation in different countries and in Australia new standards for accreditation of teacher education programs have been drafted. This paper reports on a part of on-going research into mathematics anxiety and competence of pre-service teachers. It uses two small samples of pre-service teachers from different cohorts of a Bachelor of Education course and attempts to identify factors that may help develop positive attitudes towards mathematics as they seek to develop their competency in mathematics. In addition, as a response to greater reported levels of anxiety regarding cognitive and knowledge traits, the paper identifies targeted professional learning and social constructivist teaching as key factors as well as the need to identify personal knowledge of mathematics as a prelude to seeking to become more competent. (Contains 1 table and 1 figure.)
- Published
- 2012
18. Culturally Responsive Mathematics Pedagogy: A Bridge Too Far?
- Author
-
Australian Association for Research in Education (AARE), Sparrow, Len, and Hurst, Chris
- Abstract
The Swan Valley Cluster of Schools for the Make it Count project identified the professional learning of teachers as a key factor in improving the numeracy outcomes of urban Indigenous children. Two mentor teachers were assigned to support cluster teachers in planning and teaching mathematics during 2011. This paper reports on the initiative and it focuses on the teachers' knowledge, development, and use of Culturally Responsive Mathematics Pedagogy as part of the development of a general awareness of mathematics, pedagogy, and children. For most teachers identifying the mathematics content to be taught and aspects of new pedagogies dominated their thinking. This in turn left no room at this time for many of them to consider implementing pedagogical principles relating to their learners' socio-cultural background. In order to implement culturally responsive mathematics pedagogies teachers need to be aware of and sensitive to the mathematical needs as well as the socio-cultural contributions of their children. (Contains 2 figures and 1 table.)
- Published
- 2012
19. Professional Learning for Teaching Assistants and Its Effect on Classroom Roles
- Author
-
Mathematics Education Research Group of Australasia, Hurst, Chris, and Sparrow, Len
- Abstract
The Swan Valley Cluster of schools for the Make It Count project identified the professional learning of teachers and teaching assistants as a key factor in improving numeracy outcomes for urban Indigenous children. Initial training for assistants began in late 2010 and took the form of workshops based on a modified First Steps in Mathematics Number program. It was continued in 2011 and lead to a pilot program in training assistants to plan for targeted mathematics learning for individuals and small groups of children. This paper reports on the success of the pilot with regard to the improved confidence and ability of the assistants to assume greater responsibility for teaching, as well their development as integral members of professional learning communities.
- Published
- 2012
20. The Mathematical Needs of Urban Indigenous Primary Children: A Western Australian Snapshot
- Author
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Mathematics Education Research Group of Australasia, Hurst, Chris, and Sparrow, Len
- Abstract
This study considered ways of improving mathematical outcomes for urban Indigenous students. It focused on three primary schools in Western Australia and identified factors that were perceived to be having an impact on student learning. These included expectations for students, attendance rates, parent involvement, student literacy levels, student engagement, and test literacy. Base-line data were gathered to identify mathematical needs--conceptual understanding, place value, calculating beyond finger counting, and an action plan for 2010-2012 was developed to address those needs and to counter factors that may have had an adverse impact on student learning. (Contains 2 tables and 1 figure.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
- Published
- 2010
21. Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)
- Author
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Mathematics Education Research Group of Australasia, Sparrow, Len, Kissane, Barry, and Hurst, Chris
- Abstract
These collected papers are a record of the proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia entitled, "Shaping the Future of Mathematics Education." The conference is held in Fremantle, as was the previous conference a decade earlier. Keynote speakers are discussing issues that are emerging more sharply at the present time as the mathematics education community focuses on the education of Indigenous children, the scope of the mathematics curriculum and ways in which the content might be taught effectively, and the significant role of technologies in teaching and learning in the twenty-first century. Research papers are featured from mathematics educators from all states and territories of Australia, from colleagues in New Zealand, and from overseas--United Kingdom, Singapore, United States of America, India, Thailand, South Africa, and Indonesia. This set of proceedings includes abstracts and full papers for refereed research presentations, short communications of developing research, roundtable discussions, and symposia. Individual papers contain tables, footnotes, figures, references and appendices.
- Published
- 2010
22. Algorithms...Alcatraz: Are Children Prisoners of Process?
- Author
-
Hurst, Chris and Huntley, Ray
- Abstract
Multiplicative thinking is a critical component of mathematics which largely determines the extent to which people develop mathematical understanding beyond middle primary years. We contend that there are several major issues, one being that much teaching about multiplicative ideas is focussed on algorithms and procedures. An associated issue is the extent to which algorithms are taught without the necessary explicit connections to key mathematical ideas. This article explores the extent to which some primary students use the algorithm as a preferred choice of method and whether they can recognise and use alternative ways of calculating answers. We also consider the extent to which the students understand ideas that underpin algorithms. Our findings suggest that most students in the sample are 'prisoners to procedures and processes' irrespective of whether or not they understand the mathematics behind the algorithms. [The title on the pdf is "Algorithms and Multiplicative Thinking: Are Children Prisoners of Process?"]
- Published
- 2018
23. Provoking Contingent Moments: Knowledge for 'Powerful Teaching' at the Horizon
- Author
-
Hurst, Chris
- Abstract
Background: Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematical content knowledge, pedagogical content knowledge, horizon content knowledge and specialised content knowledge, have been used to describe aspects of such knowledge. Purpose: This paper proposes a model for teacher knowledge in mathematics that embraces and develops aspects of earlier models. It focuses on the notions of contingent knowledge and the connectedness of "big ideas" of mathematics to enact what is described as "powerful teaching". It involves the teacher's ability to set up and provoke contingent moments to extend children's mathematical horizons. The model proposed here considers the various cognitive and affective components and domains that teachers may require to enact "powerful teaching". The intention is to validate the proposed model empirically during a future stage of research. Sources of evidence: Contingency is described in Rowland's Knowledge Quartet as the ability to respond to children's questions, misconceptions and actions and to be able to deviate from a teaching plan as needed. The notion of "horizon content knowledge" (Ball et al.) is a key aspect of the proposed model and has provoked a discussion in this article about students' mathematical horizons and what these might comprise. Together with a deep mathematical content knowledge and a sensibility for students and their mathematical horizons, these ideas form the foundations of the proposed model. Main argument: It follows that a deeper level of knowledge might enable a teacher to respond better and to plan and anticipate contingent moments. By taking this further and considering teacher knowledge as "dynamic", this paper suggests that instead of responding to contingent events, "powerful teaching" is about provoking contingent events. This necessarily requires a broad, connected content knowledge based on "big mathematical ideas", a sound knowledge of pedagogies and an understanding of common misconceptions in order to be able to engineer contingent moments. Conclusions: In order to place genuine problem-solving at the heart of learning, this paper argues for the idea of planning for contingent events, provoking them and "setting them up". The proposed model attempts to represent that process. It is anticipated that the new model will become the framework for an empirical research project, as it undergoes a validation process involving a sample of primary teachers.
- Published
- 2017
- Full Text
- View/download PDF
24. Do placebo effects improve my skill? The influence of placebo effects on motor control and learning
- Author
-
Philip Hurst, Chris Beedie, Fiorio, Mirta, Barbiani, Diletta, Diletta Barbiani, Philip Hurst, Chris Beedie, Fiorio, Mirta, Barbiani, Diletta, and Diletta Barbiani
- Abstract
Motor performance is multifaceted and refers to several different dimensions, including force production, precision control, movement speed, resistance to fatigue, motor adaptation, and motor skill learning. The investigation of the placebo effect on different motor functions represents a useful approach to extend our knowledge about the pervasive nature of this effect and build new models for the study of its neural underpinnings. To date, while many behavioral studies have demonstrated the efficacy of placebo and nocebo procedures in influencing some aspects of motor performance, others remain unexplored. In this chapter, two categories of motor functions will be considered: those performed with the upper limb and those requiring the whole body. Within the first category, evidence using a fundamental function through which repeated practice forms isolated movements into well-performed skills will be presented on force production, goal-directed movements, and motor sequence learning. Within the second category, evidence will be presented on balance control, a fundamental motor function, which allows to maintain a stable stance and to prevent falls, as well as on leg-extension performance.
- Published
- 2023
25. Risk Assessment and Management of COVID-19 Among Travelers Arriving at Designated U.S. Airports, January 17-September 13, 2020
- Author
-
Dollard, Philip, Griffin, Isabel, Berro, Andre, Cohen, Nicole J., Singler, Kimberly, Haber, Yoni, Hurst, Chris de la Motte, Stolp, Amber, Atti, Sukhshant, Hausman, Leslie, Shockey, Caitlin E., Roohi, Shahrokh, Brown, Clive M., Rotz, Lisa D., Cetron, Martin S., and Alvarado-Ramy, Francisco
- Subjects
United States. Department of Homeland Security -- Management -- International economic relations ,Airports -- Health aspects ,Disease transmission -- Health aspects ,Coronaviruses -- Health aspects ,Air travel -- Health aspects ,Travelers -- Health aspects ,Risk assessment -- Health aspects ,COVID-19 -- Health aspects ,Company business management ,Health - Abstract
In January 2020, with support from the U.S. Department of Homeland Security (DHS), CDC instituted an enhanced entry risk assessment and management (screening) program for air passengers arriving from certain [...]
- Published
- 2020
26. FACTORS AND MULTIPLES: IMPORTANT AND MISUNDERSTOOD
- Author
-
HURST, Chris, HURRELL, Derek, and HUNTLEY, Ray
- Subjects
Factors,multiples,language,divisibility,connections ,Education and Educational Research ,Eğitim, Eğitim Araştırmaları - Abstract
Factors and multiples are important aspects of mathematical structure that support the understanding of a range of other ideas including multiplication and division, and later on, factorization. At primary school level, it is important that factors and multiples are taught as a connected enterprise and as vital parts of the multiplicative situation; that is multiplication and division. The primary objective of the study on which this paper is based was to determine the extent of children’s understanding of factors and multiples. A written quiz containing questions about factors and multiples and asking for children to explain their responses, was administered. Results suggest that the language involved with factors and multiples may play a role in the extent to which children develop a conceptual understanding of them. Also, most children know some things about factors and multiples but struggled to connect and articulate ideas when factors and multiples were presented in a different context. In conclusion, the inconsistency of participant responses suggests that teaching about factors and multiples needs to emanate from a more conceptual and connected standpoint.
- Published
- 2021
27. SPECIALISED CONTENT KNOWLEDGE: THE CONVENTION FOR NAMING ARRAYS AND DESCRIBING EQUAL GROUPS’ PROBLEMS
- Author
-
HURST, Chris and HURRELL, Derek
- Subjects
Education and Educational Research ,Conventions,arrays,multiplicative,teacher content knowledge ,Eğitim, Eğitim Araştırmaları - Abstract
Specialised Content Knowledge (SCK) is defined by Ball, Hoover-Thames, and Phelps (2008) as mathematical knowledge essential for effective teaching. It is knowledge of mathematics that is beyond knowledge which would be required outside of teaching; for instance, the capacity to determine what misconception(s) may lie behind an error in calculation. Such knowledge should be core business of teachers of mathematics, and any perceived shortfall in SCK viewed as problematic. The research reported on here is part of a large study about multiplicative thinking involving approximately two thousand children between nine and twelve years of age and their teachers. Data were generated from semi-structured interviews and a written diagnostic assessment quiz. As part of that large project, forty-four Australian and New Zealand primary and middle school teachers were asked to respond to student work related to multiplicative thinking, particularly to concepts of numbers of equal groups and commutativity. Participants’ responses reflected confusion about a pivotal piece of SCK, the convention for naming arrays. As well, questionable assumptions about the children’s work samples were made. Given that there is not unanimous agreement amongst mathematics educators about naming conventions, these observations may not be surprising. Due to the sample size, broad generalisations cannot be made, but the results suggest that many teachers may have limited SCK with regards to the important mathematical area of Multiplicative Thinking (MT).
- Published
- 2021
28. Manipulatives and multiplicative thinking
- Author
-
Hurst, Chris, Linsell, Chris, Hurst, Chris, and Linsell, Chris
- Abstract
This small study sought to determine students’ knowledge of multiplication and division and whether they are able to use sets of bundling sticks to demonstrate their knowledge. Manipulatives are widely used in primary and some middle school classrooms, and can assist children to connect multiplicative concepts to physical representations. Qualitative data were generated from semi-structured interviews with 32 primary and middle school children aged nine to eleven years. Participants were asked to work out the answer to multiplication and division examples and explain their thinking using bundling sticks. Results suggest that the majority of participant students may have a limited knowledge of aspects of the multiplication process and even less knowledge of the division process. The study also identified that many of the students appeared uncomfortable and/or unfamiliar with using bundling sticks and a number of them had difficulty in using bundling sticks to explain the multiplication and division processes. We conclude that manipulatives such as bundling sticks do not magically lead children to mathematical learning but are sufficiently powerful to warrant teachers familiarising themselves with how manipulatives can be used to develop conceptual understanding.
- Published
- 2020
29. Distributivity, Partitioning, and the Multiplication Algorithm
- Author
-
Hurst, Chris, Huntley, Ray, Hurst, Chris, and Huntley, Ray
- Abstract
Multiplicative thinking underpins much of the mathematics learned beyond the middle primary years. As such, it needs to be understood conceptually to highlight the connections between its many aspects. This paper focuses on one such connection; that is how the array, place value partitioning and the distributive property of multiplication are related. It is important that students understand how the property informs the written multiplication algorithm. Another component of successful use of the standard multiplication algorithm is extended number facts and the paper also explores students’ ability to understand and generate them. One purpose of the study was to investigate the extent to which students used the standard multiplication algorithm and if their use of it is supported by an understanding of the underpinning components of the array, partitioning, the distributive property, and extended number facts. That is, we seek to learn if students have a conceptual understanding of the multiplication algorithm and its underpinning mathematics that would enable them to transfer their knowledge to a range of contexts, or if they have procedurally learned mathematics. In this qualitative study, data were generated from the administration of a Multiplicative Thinking Quiz with a sample of 36 primary aged students. Data were analyzed manually and reported using descriptive statistics. The main implications of the study are that the connections among the multiplicative array, place value partitioning, base ten property of place value, distributive property of multiplication, and extended number facts need to be made explicit for children in terms of how they inform the use of the written algorithm for multiplication.
- Published
- 2020
30. Algorithms and multiplicative thinking: Are children prisoners of process?
- Author
-
Hurst, Chris, Huntley, Ray, Hurst, Chris, and Huntley, Ray
- Abstract
Multiplicative thinking is a critical component of mathematics which largely determines the extent to which people develop mathematical understanding beyond middle primary years. We contend that there are several major issues, one being that much teaching about multiplicative ideas is focussed on algorithms and procedures. An associated issue is the extent to which algorithms are taught without the necessary explicit connections to key mathematical ideas. This article explores the extent to which some primary students use the algorithm as a preferred choice of method and whether they can recognise and use alternative ways of calculating answers. We also consider the extent to which the students understand ideas that underpin algorithms. Our findings suggest that most students in the sample are ‘prisoners to procedures and processes’ irrespective of whether or not they understand the mathematics behind the algorithms.
- Published
- 2020
31. Looking at Arctic tourism through the lens of cultural sensitivity:ARCTISEN – a transnational baseline report
- Author
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Olsen, Kjell, Abildgaard, Mette Simonsen, Brattland, Camilla, Chimirri, Daniela, Bernardi, Cecilia De, Edmons, Johnny, Grimwood, Bryan, Hurst, Chris, Höckert, Emily, Jæger, Kari, Kugapi, Outi, Lemelin, R. Harvey, Lüthje , Monika, Mazzullo, Nuccio, Müller, Dieter, Ren, Carina, Saari, Ritva, Ugwuegbula, Lateisha, and Viken, Arvid
- Subjects
Sensitivity ,Arctic tourism ,Tourism - Abstract
The Culturally Sensitive Tourism in the Arctic — ARCTISEN — project involves transnational cooperation between project partners from Canada, Denmark, Finland, Greenland, New Zealand, Norway, and Sweden. The aim of the project is to introduce sensitivity as a core concept for an improved entrepreneurial business environment. Embracing the notion of sensitivity highlights the negative experiences of cultural exploitation and ensures that Indigenous peoples and other local communities control and determine how their cultures (i.e., what practices, ceremonies, and customs) are used in tourism.The project is a contribution to inclusive and responsible tourism development with the aim of encouraging tourism entrepreneurship among previously underrepresented or misrepresented groups. The project will raise awareness related to, for instance, the sensitive use of cultural symbols and traditional livelihoods in tourism development together with culturally sensitive product development. By doing this, the project will create better opportunities for Indigenous and other local tourism entrepreneurs in the Arctic regions to utilize both their cultural heritage and contemporary and everyday lives in creating successful tourism products and services. The main result of the project will be achieved by improving and increasing transnational contacts, networks, and cooperation among different businesses and organizations.This report includes systematized information and built knowledge of the current practices of utilizing Indigenous and other local cultures in tourism in the project area. The project partners have interviewed start-ups, small and medium-sized enterprises (SMEs), local destination management organizations (DMO), and other tourism actors about their business environments, product development, and capacity-building needs. In total, the partners conducted 44 interviews in Finland, 13 in Greenland, 23 in Norway, and 18 in Sweden. The focus of the interviews lied in questions of agency and self-determination, but also on issues related to the use of cultural resources in tourism. The findings are elaborated on in the respective, more detailed national reports published for this project.This report offers cross-national comparisons to understand the multiple ways of drawing on place-based cultural resources in Arctic tourism, as well as a systematic collection of examples that represent successful and challenging tourism ventures.First, we give a short introduction to the general issues in the ARCTISEN area and then present a review of how the concept of culturally sensitive tourism has been used in the scholarly literature in general and in the countries in the ARCTISEN project area in particular. Then, the report offers a general overview of legal, territorial, and cultural minority–majority challenges in tourism development in the project area. Thereafter, we move to discuss existing guidelines and certificates for culturally sensitive tourism and explore then travelers' interests toward, and awareness of, culturally sensitive tourism products. Finally, the report offers an overview of developmental needs in the project area and weaves together some joint conclusions.
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- 2019
32. Manipulatives and Multiplicative Thinking
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Hurst, Chris, primary and Linsell, Chris, additional
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- 2020
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33. Distributivity, partitioning, and the multiplication algorithm
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Hurst, Chris, primary and Huntley, Ray, additional
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- 2020
- Full Text
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34. Looking at Arctic tourism through the lens of cultural sensitivity : ARCTISEN – a transnational baseline report
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Olsen, Kjell O., Abildgaard, Mette S., Brattland, Camilla, Chimirri, Daniela, De Bernardi, Cecilia, Edmonds, Johnny, Grimwood, Bryan S. R., Hurst, Chris E., Höckert, Emily, Jaeger, Kari, Kugapi, Outi, Lemelin, R. Harvey, Lüthje, Monika, Mazzullo, Nuccio, Müller, Dieter K., Ren, Carina, Saari, Ritva, Ugwuegbula, Lateisha, and Viken, Arvid
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Culturally sensitive ,Nordic countries ,Arctic ,Social and Economic Geography ,Sami ,Social och ekonomisk geografi ,Tourism - Abstract
ARCTISEN
- Published
- 2019
35. Big Ideas of Primary Mathematics: It's all about connections
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Toh, TL, Yeo, JBW, Hurst, Chris, Toh, TL, Yeo, JBW, and Hurst, Chris
- Abstract
Big idea thinking provides an opportunity to re-conceptualize how we view and teach primary mathematics. Contemporary curricula continue to be organized in a linear fashion with content allocated to year levels, which encourages a narrow view of what needs to be taught. Big idea thinking has the capacity to change that. The real value of big ideas lies in interpreting the mathematics within them. Big ideas are those which connect mathematical understandings into a coherent whole, and are central to the learning of mathematics. Big ideas comprise a network of ‘little ideas’ or ‘micro-content’ and teachers who think in terms of them are able to look forwards and backwards from their own year level to identify specific content that a student may not know, and to lay the foundations for what the student needs to know next. Big idea teachers are not limited in their thinking by curriculum boundaries. Most importantly, big idea thinking encourages teachers to deconstruct and reconstruct their knowledge. Teachers can actively engage in this by beginning with a mathematical idea such as place value and building a concept map showing the various pieces of ‘micro-content’ that contribute to the development of the concept and considering how the content is connected.
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- 2019
36. Increasing public investment in Europe: some practical considerations
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Girard, Jacques, Gruber, Harald, and Hurst, Chris
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Europe -- Economic aspects ,Public investments -- Economic aspects ,Economic development -- Research ,Business ,Business, international ,Economics - Published
- 1995
37. Going Dark: What Are the Consequences of Losing Off-Campus Access to Library Resources?
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Hurst, Chris, primary and Schira, H. Rainer, additional
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- 2019
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38. Hype or Real Threat: The Extent of Predatory Journals in Student Bibliographies
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Schira, H. Rainer, primary and Hurst, Chris, additional
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- 2019
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39. Symposium: Multiplicative Thinking: Enhancing the Capacity of Teachers to Teach and Students to Learn
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Hunter, Jodie, Perger, Pamela, Darragh, Lisa, Hurst, Chris, Holmes, Marilyn, Linsell, Chris, Offen, Bilinda, Hunter, Jodie, Perger, Pamela, Darragh, Lisa, Hurst, Chris, Holmes, Marilyn, Linsell, Chris, and Offen, Bilinda
- Abstract
Multiplicative thinking is a key aspect of primary and middle school mathematics and is considered to be a predictor of students’ capacity to progress beyond basic mathematical learning. It is characterised by a complex set of connecting ideas about which teachers need to have a broad and deep understanding. The study on which this symposium is based began in 2014 in Western Australia. It has involved over 1900 primary school students of ages 9 to 11 years, approximately 120 teachers, and 16 schools. This symposium presents an overview of the project and then focuses on the New Zealand phase of the project. Assessment of students’ multiplicative thinking in the form of a written quiz and semi-structured interviews enabled teachers and researchers to identify students’ knowledge and understanding of multiplicative concepts and led to the structuring of a targeted teaching program over several months. Parallel pre and post quizzes were used to investigate the extent of student learning that occurred. A highly significant increase in student attainment was noted. The use of manipulative materials to identify the extent of students’ multiplicative thinking was also investigated through semi-structured interviews. Teachers’ content knowledge was explored with particular emphasis on the use of student tasks targeting specific aspects of multiplicative thinking. It was found that teachers became more confident in teaching multiplicative concepts, showed a greater awareness of connections between ideas, and demonstrated a growing awareness of the importance of explicit mathematical language.
- Published
- 2018
40. Algorithms are useful: Understanding them is even better
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Hurst, Chris, Hurrell, Derek, Hurst, Chris, and Hurrell, Derek
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This is the first of two articles on the use of a written multiplication algorithm and the mathematics that underpins it. In this first article, we present a brief overview of research by mathematics educators and will then provide a small selection of some of the many student work samples we have collected during our research into multiplicative thinking. We contend that many primary-aged children are taught algorithms for multiplication and division without an appropriate understanding of the mathematical structure and concepts that underpin those algorithms. This is not about demeaning the use of standard algorithms. They have stood the test of time and can be elegant ways of getting a solution. However, imagine the power we give to students if we underpin the strength of algorithms with understanding! In the second article, we elaborate on what we believe are the key mathematical underpinnings of algorithms. Algorithms are very useful methods for calculation when numbers are too large to mentally calculate quickly or accurately. For multiplication, this is generally when there is a need to multiply numbers of two digits or more by another number of a similar magnitude. For example, when attempting to multiply a single-digit number by a double-digit number, students should be considering other strategies, such as applying the distributive property, and exercising their understanding of place value (e.g., 17 x 6 is 10 x 6 which is 60 and 7 x 6 which is 42 so 17 x 6 is 60 + 42 = 102), which allows them to complete these calculations mentally. However, where algorithms are deemed as necessary it would be preferable if the user of the algorithm had an understanding of not only what they were doing, but also, why they are doing it.
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- 2018
41. Algorithms are Great: What about the mathematics that underpins them?
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Hurst, Chris, Hurrell, Derek, Hurst, Chris, and Hurrell, Derek
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Our previous article, Algorithms are great: Understanding them is even better, presented evidence from students and suggested that some were attempting to use written algorithms without having an adequate level of understanding of what they were doing and why. This article will describe some of the essential mathematics that underpins the use of algorithms through a series of learning pathways. The graphic below depicts the mathematical ideas and concepts that underpin the learning of algorithms for multiplication and division. The understanding and use of algorithms is informed by two important ideas—grid multiplication and extended multiplication facts. The graphic combines a number of learning pathways that lead to those two ideas. The discussion that follows shows how each element builds part of the underpinning structure needed to understand algorithms and to use them efficiently.
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- 2018
42. A tale of two kiddies: A Dickensian slant on multiplicative thinking
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Hurst, Chris and Hurst, Chris
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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 teaching for understanding and procedural teaching is highlighted. An analogy is drawn with Charles Dickens' character, Mr Thomas Gradgrind, who would have endorsed procedural teaching and abhorred teaching that encouraged understanding. The work of four primary students is discussed in terms of their contextual understanding of multiplicative concepts. The difference between teaching for understanding and procedural teaching is highlighted.
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- 2018
43. Algorithms . . . Alcatraz: Are children prisoners of process?
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Hurst, Chris, primary
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- 2018
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44. Children Have the Capacity to Think Multiplicatively, as long as …
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Hurst, Chris, primary
- Published
- 2017
- Full Text
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45. Children Have the Capacity to Think Multiplicatively, as long as …
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Hurst, Chris and Hurst, Chris
- Abstract
Multiplicative thinking has been widely accepted as a critically important ‘big idea’ of mathematics and one which underpins much mathematical understanding beyond the primary years of schooling. It is therefore of importance to consider the capacity of children to think multiplicatively but also to consider the capacity of their teachers to teach multiplicative thinking in a conceptual manner. This article focusses specifically on the conceptual links between the multiplicative array, the notion of numbers of equal groups in the multiplicative situation, factors and multiples, the commutative property of multiplication, and the inverse relationship between multiplication and division. A study involving a large sample of primary school students found that whilst most students demonstrated an understanding of some of the aforementioned elements, hardly any of the students were able to connect the ideas or to explain them in terms of each other. As a consequence of the findings, the impact of teacher knowledge on children’s capacity to think multiplicatively was considered.
- Published
- 2017
46. Where we were . . . where we are heading: One multiplicative journey
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Hurst, Chris, Hurrell, D., Hurst, Chris, and Hurrell, D.
- Abstract
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.
- Published
- 2017
47. Explicitly connecting ideas: How well is it done?
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Hurst, Chris, Huntley, R., Hurst, Chris, and Huntley, R.
- Abstract
Multiplicative thinking is a critical stage of mathematical understanding upon which many mathematical ideas are built. The myriad aspects of multiplicative thinking and the connections between them need to be explicitly developed. One such connection is the relationship between place value partitioning and the distributive property of multiplication. In this paper we explore the extent to which students understand partitioning and relate it to the distributive property and whether they understand how the property is used in the standard multiplication algorithm.
- Published
- 2017
48. Provoking contingent moments: Knowledge for ‘powerful teaching’ at the horizon
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Hurst, Chris and Hurst, Chris
- Abstract
Background: Teacher knowledge continues to be a topic of debate in Australasia and in other parts of the world. There have been many attempts by mathematics educators and researchers to define the knowledge needed by teachers to teach mathematics effectively. A plethora of terms, such as mathematical content knowledge, pedagogical content knowledge, horizon content knowledge and specialised content knowledge, have been used to describe aspects of such knowledge. Purpose: This paper proposes a model for teacher knowledge in mathematics that embraces and develops aspects of earlier models. It focuses on the notions of contingent knowledge and the connectedness of ‘big ideas’ of mathematics to enact what is described as ‘powerful teaching’. It involves the teacher’s ability to set up and provoke contingent moments to extend children’s mathematical horizons. The model proposed here considers the various cognitive and affective components and domains that teachers may require to enact ‘powerful teaching’. The intention is to validate the proposed model empirically during a future stage of research. Sources of evidence: Contingency is described in Rowland’s Knowledge Quartet as the ability to respond to children’s questions, misconceptions and actions and to be able to deviate from a teaching plan as needed. The notion of ‘horizon content knowledge’ (Ball et al.) is a key aspect of the proposed model and has provoked a discussion in this article about students’ mathematical horizons and what these might comprise. Together with a deep mathematical content knowledge and a sensibility for students and their mathematical horizons, these ideas form the foundations of the proposed model. Main argument: It follows that a deeper level of knowledge might enable a teacher to respond better and to plan and anticipate contingent moments. By taking this further and considering teacher knowledge as ‘dynamic’, this paper suggests that instead of responding to contingent events, ‘powerfu
- Published
- 2017
49. Investigating Children’s Multiplicative Thinking: Implications for Teaching
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Hurst, Chris, primary and Hurrell, Derek, additional
- Published
- 2016
- Full Text
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50. Provoking contingent moments: Knowledge for ‘powerful teaching’ at the horizon
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Hurst, Chris, primary
- Published
- 2016
- Full Text
- View/download PDF
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