The May discussion was held on 16th May, 4.30pm-6pm. The abstracts and presenter bios of the discussions are outlined below.
Discussion 1: Supporting students to make meanings across modes: The case of fractions in measurement – Vaughan Prain
There is growing research interest in what enables students to make meanings across spoken/written, actional, embodied, visual/spatial and mathematical modes in Science and Mathematics, called “transduction”. This presentation entails analyses of two video segments where a Grade 3 class is expected to make various transductions in learning about fractions. I focus on: (a) the challenges entailed in this process in this case; (b) how the teacher supports student quantitative reasoning on this topic; and (c) the broader implications for curricular design and enactment in both school subjects.
Vaughan Prain is a research fellow at Deakin, previously Professor of STEM Education. He has a strong international record in science education research including the role of writing for learning in science, and more recently in how students coordinate meaning across this and other modes, such as visual, mathematical and embodied modes in constructing understanding of scientific concepts and processes. His current research focus includes the development of STEM education, and how a multi-disciplinary approach to curricular renewal can support quality applied learning within and across mathematics and science. He is also researching how learning in science can be enhanced by incorporating strategies and approaches used in other subjects, including visual arts.
Discussion 2: An Analysis of Multiplicative Thinking Development in Years 3 to 6 – Lei Bao
This paper analysed responses from 253 Years 3 to 6 students to a diagnostic assessment which consists of whole number multiplication and division problems involving equal groups, arrays, multiplicative comparison and Cartesian product situations. Scoring rubrics were developed for each item and students’ responses were calibrated to fit the Rasch Partial Credit Model. Based on this analysis, item responses were differentiated into five Stages indicating a wide range of understanding across Years 3 to 6, and point to different transition barriers that students experience.
Lei Bao, PhD Candidate from School of Education, Deakin University. Lei has been working at Victorian primary schools for over 20 years with his roles as classroom teacher, numeracy leader and Maths specialist. Lei is also an active member of Australian Mathematics Trust. His role includes designing tasks for Australian Mathematics Competition Primary committee and moderating tasks for Young Australian Challenging Commitee.
Posted Aug 10, 2026
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