Mathematical reasoning and problem solving are recognised as essential 21st century skills. However, international assessments of mathematical literacy suggest these are areas of difficulty for many students. Evidenced-based learning trajectories that identify the key ideas and strategies needed to teach mathematics for understanding and support these important capacities over time are needed to support teachers and curriculum developers so that they do not have to rely solely on mathematics content knowledge. Given this goal and recent evidence to suggest a relationship between the development of multiplicative thinking and mathematical reasoning, this paper explores the processes involved in developing a single, integrated scale for multiplicative thinking and mathematical reasoning using data from a four-year design-based project to establish learning and assessment frameworks for algebraic, geometrical and statistical reasoning in the middle years of schooling.

Item Type:	Refereed Article
Keywords:	multiplicative thinking, middle school, Rasch analysis, mathematical reasoning, learning progressions (trajectories), validation
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Mathematics and numeracy curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Assessment, development and evaluation of curriculum
UTAS Author:	Callingham, R (Associate Professor Rosemary Callingham)
ID Code:	145679
Year Published:	2021
Deposited By:	Education
Deposited On:	2021-08-02
Last Modified:	2021-11-16
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