WORKING WITH THE BIG

IDEAS IN NUMBER

by
Dianne Siemon (RMIT University)
John Bleckly (SADECS), and
Denise Neal (Tas Ed)

OVERVIEW
A fundamental premise
What is a big idea? Why are they
important? Why number?
Some big ideas in number
Tools for assessing big ideas
Working with the big ideas in
number The SA and Tasmanian
experience
Dianne Siemon, RMIT University

THE PREMISE:
Scaffolding student learning is the primary
task of teachers of mathematics.
This cannot be achieved without accurate
information about what each student knows
already and what might be within the students
grasp with some support from the teacher
and/or peers.

Vicki Nally Year 5 St Marys

Hampton (PNRP, 2002)

This requires assessment techniques that

expose students thinking.
But it also requires:
an interpretation of what different student
responses might mean, and

some practical ideas to address the particular

learning needs identified.
Productive assessment: useful, timely appropriate
information fit for purpose (Callingham, 2011)

This is particularly important in relation to a

relatively small number of big ideas and
strategies in Number.
Dianne Siemon, RMIT University

A BIG IDEA
is a way of thinking about some key aspect of
mathematics without which, students progress in
mathematics will be seriously impacted;
encompasses and connects many other ideas and
strategies;
serves as an idealised cognitive model (Lakoff,
1987), an organising structure or a frame of reference
that supports further learning and generalizations;
cannot be clearly defined but can be observed in
activity
(Siemon, 2008, p. 1)

Dianne Siemon, RMIT University

WHY BIG IDEAS?

1. Deepen teachers mathematical knowledge and
confidence for teaching mathematics
Research is beginning to identify important characteristics of highly
effective teachers (e.g., Ma, 1999; Stigler, 2004; Weiss, Heck &
Skimkus, 2004) Effective teachers of mathematics:

ask appropriate and timely questions,

facilitate high-level classroom conversations focused on

important content,

assess students thinking and understanding during

instruction, and

ground their mathematics content knowledge and teaching

practice around a set of Big Mathematical Ideas (Big Ideas).
(Charles, 2005, p. 9)
Dianne Siemon, RMIT University

2. Promote understanding (Charles, 2005; Reys, 2008)

3. Thin an over crowded curriculum (National Curriculum
Board, 2009; National Mathematics Advisory Panel, 2008)

4. Increase the number and strength of the

connections that are made to other ideas and
strategies (Charles, 2005)
5. Support further learning and problem solving
(Siemon, 2007; AAMT, 2009)

6. Maximise progress for all by targeting teaching to

key ideas and strategies (Siemon et al, 2006)
7. Provide curriculum coherence and articulate the
important mathematical ideas that should be the
focus of curriculum (Charles, 2005, p. 11)
Dianne Siemon, RMIT University

WHY NUMBER?
Many ways to cut the curriculum cake
Programme for International Student
Assessment (PISA):

Change and relationships

Quantity
Space and shape
Uncertainty
See also the Discussion paper on School Mathematics
for the 21st Century (AAMT, 2009)
Rethinking Collaboration on National Curriculum
(Reid, 2003)
Dianne Siemon, RMIT University

Shape of the Australian Curriculum:

Mathematics:
Number and Algebra
Measurement and Geometry

Content Strands

Statistics and Probability

Understanding
Proficiency Strands

Fluency
Problem Solving
Reasoning

National Curriculum Board. (2009)

Kilpatrick, J., Swafford, J. & Findell, B. (2001)
Dianne Siemon, RMIT University

WHY BIG IDEAS IN NUMBER?

1. Most difficult to teach and learn
Exhibit 1: The Middle Years Numeracy Research Project
(1999-2001)

structured sample 6859 Year 5 to 9 students in Victoria

rich tasks based on Year 5 and 7 National Numeracy

Benchmarks (Number, Space, Measurement & Data), Rasch
analysis

as much difference within as between schools, up to 8 years

range in any one year level, needs of at risk not being met

differences in performance due almost entirely due to difficulties

with larger whole numbers, decimals, fractions, proportion,
multiplication and division in short, multiplicative thinking
(AARE, 2001)
Dianne Siemon, RMIT University

Exhibit 2: The Scaffolding Numeracy in the Middle Years

Research Project (2004-2006)

3200 Year 4 to 8 students

in Victoria and Tasmania,
rich tasks

Proportion of Students at each Level of the LAF by

Year Level, Initial Phase, May 2004 (N=2747)
100%

focus on multiplicative
thinking, Rasch analysis
(AARE, 2006)

80%

up to 40% of students
performing below
curriculum expectations at least 25% performing
well below expected level

40%

60%

20%
0%
Year 5

Year 6

Year 7

Year 8

Multiplicative thinking and the big ideas that underpin

and follow on from this are key to mathematical success
Dianne Siemon, RMIT University

THE BIG IDEAS:

Foundation: Trusting the Count, developing flexible mental objects
for the numbers 0 to 10.
Years 1-2:

Place-value, the importance of moving beyond counting

by ones, the structure of the base 10 numeration system.

Year 3-4:

Multiplicative thinking, the key to understanding rational

number and developing efficient mental and written
computation strategies in later years.

Year 5-6:

Partitioning, the missing link in building common fraction

and decimal knowledge and confidence.

Years 7-8:

Proportional reasoning, needed to solve problems

involving fractions, decimals, per cent, ratio, rate and
proportion.

Years 9-10: Generalising, fundamental to engaging with broader

curricula expectations at this level.
Assessment for Common Misunderstandings (Siemon, 2006)
Dianne Siemon, RMIT University

Base ten
structure

For example,
A thousand of
these is one of
those

Place-Value
Ten of these is
one of those

Counts collections
by 2s, 5s and 10s
Composite units

Identifies 1 more
than/1 less than a
given number
Matches number
words and symbols to
collections

One tenth of
these is one of
those

Trusts the count

Counts using number

naming sequence to
determine how many
Dianne Siemon, RMIT University

Demonstrates a
sense of numbers
beyond 10
Demonstrates a
knowledge of
numbers to 10 in
terms of their parts
Recognises
numbers 0 to 5
without counting
Subitising

For example,
35 feral cats were estimated to live in
a 146 hectare nature reserve.
27 cats were estimated to live in
another nature reserve of 103
hectares.
Which reserve had the biggest feral
cat problem?
What do you need to know to solve
this problem?
At what Year level might you expect
students do to solve this problem?
Dianne Siemon, RMIT University

factor idea

Proportionality
for each idea

estimate

ratio idea

represent
array & region
ideas

calculate

Partitioning

Multiplicative
Thinking

Big ideas and strategies that might be drawn on

to solve the Feral Cat problem
Dianne Siemon, RMIT University

Trusting the count:

This recently recognised capacity builds on early
number ideas derived from counting and subitising.
Trusting the count has two meanings:
initially, children may not believe that if they counted
the same collection again, they would get the same
result, or that counting is a strategy to determine how
many (WA First Steps in Mathematics Project, 2004).
Ultimately, it is about having access to a range of
mental objects for each of the numbers to ten, which
can be used flexibly without having to make, count or
see these collections physically (Siemon, 2006).

Dianne Siemon, RMIT University

Place value:
A system of assigning values to digits based on their position (e.g., in a base ten
system of numeration, positions represent successive powers of ten)

At all levels this requires

modelling and/or representing numbers in

appropriate ways (manipulatives, number lines,
diagrams, etc);

naming (hear, say, read, and write in words);

recording (write in numerals); and

consolidating by comparing, ordering, counting

forwards and backwards in place-value parts, and
renaming numbers in in multiple ways

Dianne Siemon, RMIT University

Multiplicative Thinking:
capacity to work with an extended range of concepts, meanings, and
representations for multiplication and division in a variety of contexts

Multiplicative thinking* has been characterised by:

A capacity to work flexibly and efficiently with an

extended range of numbers (e.g., larger whole
numbers, decimals, common fractions, ratio, & percent);

An ability to recognise and solve a range of

problems involving multiplication and/or division
including direct and indirect proportion; and

The means to communicate this effectively in a variety

of ways (e.g., words, diagrams, symbolic expressions,
and written algorithms).
* From the Scaffolding Numeracy in the Middle Years Research
Project (Siemon, Breed, Dole, Izard & Virgona, 2006)
Dianne Siemon, RMIT University

For example,
Try this problem:
A muffin recipe
requires 2/3 of a cup
of milk. Each recipe
makes 12 muffins.
How many muffins
can be made using 6
cups of milk?

Dianne Siemon, RMIT University

Sample solutions:

1.

2.

3.

Dianne Siemon, RMIT University

Partitioning:
Partitioning/equipartitioning: the process of dividing (usually physically) a quantity
or collection into equal parts with no remainder.

Partitioning is the key to formalising and extending

fraction ideas.
By developing strategies for thirding and fifthing based
on halving, students can be supported to:

notice key generalisations;

create fraction diagrams and
number line models;
make connections to the region,
for each, and factor ideas for
multiplication; and
make, name, compare, and
rename mixed and proper
fractions.

Equal parts needed link to

sharing division (partition)
As the number of parts increases,
the size of each part decreases
The number of parts names the
part
If the total number of equal parts
is increased by a certain factor,
the number of parts required
increases by the same factor

Dianne Siemon, RMIT University

THE TOOLS:
The tasks were derived from seminal research studies on
the development of key number ideas and strategies (e.g.,
Steffe, Von Glasersfeld, Richards, & Cobb, 1983; Ross,
1989). Originally referred to as probe tasks, they were
selected and/or adapted on the basis that they:
generated qualitatively different responses;
supported inferences about different levels of
understanding;
typically allowed all students to make a start:
were relatively short and easy to administer;
utilised cards and/or concrete materials; and
generally required non-written responses.

For example, Scale Factors Tool

Assessment for Common Misunderstandings (Siemon, 2006; DEECD, 2007)

Dianne Siemon, RMIT University

Advice
Interpretation
Starting points for
teaching

(Adapted from Clarkson, 1989)

Assessment for Common

Misunderstandings
(Siemon, 2006; DEECD, 2007)
Dianne Siemon, RMIT University

Trusting the count

1.1 Subitising
Set 2
Set 5
Set 1
Set 4
Student:

Date:

Card Set:

Pile A

1. Single Digit (2, 4, 5, 8, 10)

2. Ten-Frame Doubles (1, 3, 4, 6, 9)
3. Ten-Frame To Five (3, 6, 8, 0)
4. Ten-Frames Random (2, 4, 5, 7, 10)
5. Two Ten-Frames (12, 14, 17, 19)

Dianne Siemon, RMIT University

Pile B

Trusting the count

1.2 Mental Objects Tool
There are 5 here and 4 under the
container How many altogether?
Three levels of response
perceptual,
figural, and
abstract

Show the nine dots briefly

then cover with the flap

This tool assesses students

part-part-whole knowledge
for the numbers to ten and
beyond
Dianne Siemon, RMIT University

Place-Value
2.1 Number Naming Tool
Ask student to
count and
record how
many
Make 34
Observe
response

26

Circle the 6 and

ask: What has this
got to do with
what youve got
there?

Then circle the 2 and ask:

What has this got to do with
what youve got there?
Then ask student to count counters,
record and make groups of four
Repeat earlier questions

If appropriate, ask students to count

forwards and backwards using a 0-99
Number Chart and mask provided
Dianne Siemon, RMIT University

Place-Value
2.2 Efficient Counting Tool

Assesses students capacity to

recognise small numbers as
countable units see
materials

2.3 Sequencing Tool

0

100

48
Ask student to peg each number on the rope, starting with
48 (if too difficult change 100 card to 20 and proceed as
advised Observe students strategy

2.4 Renaming and Counting Tool

Assesses students capacity to make, name, record, and
rename 3 digit numbers see materials
Dianne Siemon, RMIT University

Multiplicative Thinking
3.2 Additive Strategies Tool
Do you agree that the sum of these numbers is 9?

6
9
7

8
5
24

3
4

2
9

Assesses students capacity to add and

subtract mentally

34
58

72

18
22

87

Explore thinking involved and identify strategies.

Stop as soon as student experiences difficulty.
Dianne Siemon, RMIT University

Sum of
3, 2
and 4

Multiplicative Thinking
3.3 Sharing Tool
Assesses
students
capacity to share
equally,

Can you share these among 6?

Same or
different?

Imagine you have 2 lollies and your sister has 3 times

as many How many lollies does your sister have?

recognise
commutativity,
and work with
the language of
multiplication

3.4 Array and Regions Tool

How many dots altogether?
How many name-tags like this could be
made from a sheet of paper this size?
Assesses extent to which students can work with arrays and regions
Dianne Siemon, RMIT University

Partitioning

Assesses
students
capacity to
generate fraction
models

4.3 Fraction Making Tool

(a) Can you give me half?
1 third? 5 eighths?

plasticine

(b) Cut to make 8 equal pieces If 3 quarters of

the pizza was eaten, show how much was eaten.
(d) Can you use
these to show 2 and
5 sixths?

(c) Can you use the

ball of plasticine to
show 5 thirds?

(e) Divide this rectangle into 3 equal parts name of

each part?
(f) Can you divide this line into 5 equal
parts? Name of each part?
(g) If this
is 2 thirds,
what is 1?

0
Dianne Siemon, RMIT University

6 fifths

(h) Where is 1?

Proportional Reasoning
5.1 Relational Thinking Tool*
(a) Who grew faster Amy or Richard?
(b) .. Which tree grew more?
2006

2003
5m
2m

6m

3m

(c) If the red rod is 1, what would the yellow rod be? How many times
longer is the yellow rod than the red rod? ..
(d) The purple rod is 2. What fraction name would you give to the blue rod?
What fraction is the pink rod of the blue rod?

Dianne Siemon, RMIT University

* Adapted from Lamon (2001)

Generalising
6.1 Understanding Equivalence Tool*
(a) Some of these statements are true
and some are false. Without
calculating can you tell me which
ones are true and which ones are
false and why?
(b) How much does each item cost?
Rose
Bowl

5 + 2 + 6 = 14 1
3.8 + 4.5 = 4.5 + 3.8

-=-
18 x 27 + 19 = 27 + 19 x 18

Rose
Bowl

4 x 5 = 5 x 4 + x 4
$44.00

83 83 = 0

Rose
Bowl

$30.00
Dianne Siemon, RMIT University

* Adapted from de Lange (1996)

WORKING WITH THE BIG IDEAS

The tools (probe tasks) have proved valuable in

Pre-service teacher education (developed as assessment tasks for

Graduate Diploma students, RMIT, 2001)

Indigenous education settings:

to identify learning needs in more appropriate, performancebased ways (e.g., NT Strategic Numeracy Research and Development
Project 2003-2004, Qld CEO and AISQ Numeracy Project 2005-2006),

to support community-based Indigenous teacher education

(Building Community Capital Linkage Research Project 2006-2009), and
to inform curriculum planning (BCC Project, NT DEET)

Professional learning initiatives (e.g., Victorian Numeracy

Coaches Training, SA Big Ideas in Number project, and
Tasmanian professional learning project on formative assessment
and big ideas)
Dianne Siemon, RMIT University

South Australian Experience

john.bleckly@sa.gov.au

Big Ideas in Number Project (2008-9)

Primary Maths and Science Strategy (2011)
DECS Literacy and Numeracy National
Partnership (Facilitation Phase)
August 2009 to April 2011
14 Numeracy Coaches
Core focus on Big Ideas in Number

South Australian Experience

Numeracy Partnership Coaches
Role: working in-class alongside
teachers to improve practice

Prepare resources for BIN diagnostic tools

Release teachers to administer the tools
Lead discussion about what the tools show
Support teachers to plan further teaching based
on the Advice
Work in class to model effective practices,
observe, provide feedback and support
Provide tailored PD sessions as required

South Australian Experience

Outcomes
Coaches

Stronger understanding of conceptual development in

the number strand and appropriate activities to
develop concepts

A way in to teachers classes through evidence from

the tools

Confidence that they had a robust set of ideas to

engage teachers

South Australian Experience

Outcomes
Teachers

Stronger understanding of conceptual development in

the number strand

Broader repertoire of practices to develop

understandings in number

Incorporation of diagnosis into practice

More confidence

South Australian Experience

Outcomes
Teachers
Im so glad I did Big Ideas as a young teacher, it is
becoming second nature. When I started teaching I
dreaded maths but now I enjoy it the most.

Student readiness for new learning is more

visible. I know what Im looking for and I have more
language to describe what they know.

South Australian Experience

Outcomes
Whole school

Consistent language about understandings in number

Professional Conversations

Consistent practices to develop understandings in

number

Student transition

Whole school planning to support data collection,

resourcing

South Australian Experience

Outcomes
Students

Fewer students with misconceptions and gaps

Students are amazing their teachers with what they

can achieve (especially in the early years)

Early signs of improved mathematics and numeracy

outcomes for all students

Tasmanian Experience
Project schools- 11Links to Timperleys
work
Professional learning- high level of take-up
Focus in partnership programs
Influencing data collection and the
questions teachers ask
New focus for teachers when asking the
question what can help us make the
greatest difference?
Whole school influences
Dianne Siemon, RMIT University

What does the data,

the curriculum and
my assessments tell
me students need?

What does the School data tell me about

maths outcomes. NAPLAN gives me a
global picture, PAT might tell me what the
student cant do...how to I probe
understanding?

What knowledge
and skills do our
students need?

What are the

Australian
curriculum
expectations for
number for this
grade? Where is
THIS student
against them?

What
teachers and
What do
pedagogical
Principals
need
Whatpedagogical
pedagogical
approaches
maketoa know
What
about
the curriculum
approaches
makea a
difference
to maths
approaches
make
and
teaching
approaches?
difference
to
maths
outcomes?
What
difference
to maths
What
does
the
research
outcomes?
What
research
evidence
do
outcomes?
What
tell
us?
research
evidence
do
we research
have?
evidence do
wehave?
have?
we

What knowledge and

skills do we as teachers
need?
(Pedagogical content knowledge )

What has been the

impact of our
changed actions?

Teachers and
students reflect on
classroom action.
What does the data
tell us?

What does this

student now know?
What does the data
tell me?

How can I learn

Deepen professional
knowledge and refine
skills
Engage students in
new learning
experiences

What advice can I

get from the probe
tasks?

Try new activities,

mathematical tasks and
teaching approachesbased on research

What do
I need to
learn?
How can
knowing
about
big ideas
in
number
help?
What
probe
tasks
exist?

What pedagogical
approaches make a
difference to maths
outcomes? What
research evidence do we
have?

Evidence:

Why is this student

struggling? Why does
our school have a long
tail in performance
Year F:
Subitise small collections

Why is subitising
important? Why should
What
pedagogical
my students
have good
What
pedagogical
approaches
make
a of
What
pedagogical
mental images
approaches
make
difference
to
maths
approaches make a a
difference
maths
outcomes?
What
difference
totomaths
number
How
outcomes?
What
research
evidence
dodo I
outcomes?
What
research
evidence
do
we
have?
build
these evidence
skills fordo
all
research
wehave?
have?
students?
we

What knowledge
and skills do our
students need?

What knowledge and

skills do we as teachers
need?
(Pedagogical content knowledge )

What has been the

impact of our
changed actions?
Deepen professional
knowledge and refine
skills
How is this work
contributing to this
students confidence
and understanding?
What have I learnt?
What will I do
differently next
time?

Engage students in
new learning
experiences
Try the subitising
cards tasks,
encourage
explanations and
develop
mathematical
language and
reasoning

What can I learn?

Who can help me? What
resources can I use?

Evidence

One of the main aims of school

mathematics is to create mental objects
in the minds eye of children which can
be manipulated flexibly with
understanding and confidence. A
prolonged reliance on inefficient
strategies such as make-all-count-all
or counting-by-ones is both
developmentally dangerous and
professionally irresponsible.

References:
Australian Association of Mathematics Teachers. (2009, May). School Mathematics for the 21st Century.
Discussion paper. Adelaide: AAMT
Australian Curriculum & Assessment Authority. (2010, March). Draft Australian Curriculum:
Mathematics. Sydney: ACARA
Charles, R. (2005). Big ideas and understandings as the foundation for elementary and middle school
mathematics. Journal of Mathematics Education Leadership, 7(3), 9-24
Cochrane-Smith, M. & Lyttle, S. (1999). Relationship of knowledge and practice: Teacher learning in
communities. Review of Research in Education, 24(1), 249-305
Confrey, J., Maloney, A., Nguyen, K., Mojica, G. & Myers, M. (2009). Equipartitioning/splitting as a
foundation for rational number reasoning using learning trajectories. In M. Tzekaki, M.
Kaldrimidrou & C. Sakondis (Eds.). Proceedings of the 33rd Conference of the International Group
for the Psychology of Mathematics Education, Vol. 1, pp 345-352
Kilpatrick, J., Swafford, J. & Findell, B. (Eds.) (2001). Adding it up: Helping children learn mathematics.
Washington DC: National Academy Press
Lakoff, G. (1897). Women, fire and dangerous things: What categories reveal about the mind. Chicago:
University of Chicago Press
National Mathematics Advisory Panel. (2008). Final Report. Washington, DC: US Department of
Education
National Curriculum Board. (2008). Initial advice. Melbourne: Commonwealth of Australia
National Curriculum Board. (2008). National mathematic curriculum: Framing Paper. Melbourne:
Commonwealth of Australia
National Curriculum Board. (2009, May). Shape of the Australian Curriculum: Mathematics. Melbourne:
Commonwealth of Australia
Dianne Siemon, RMIT University

Nuriootpa Primary School. (2010). Quality teaching and learning at Nuirootpa Primary School. Available
from: http://www.nurips.sa.edu.au/docs/quality_teaching_learning.pdf
Reys, B. (2008, July). Mathematics Curriculum: A vehicle for school improvement. Paper presented to
Topic Group 35, ICME 11, Mexico
Siemon, D. (2007). Assessment for Common Misunderstandings Levels 1 to 6. Web-based material
commissioned by the Victorian Department of Education and Early Childhood Development.
Available from
http://www.education.vic.gov.au/studentlearning/teachingresources/maths/common/default.htm
Siemon, D., Breed, M., Dole, S., Izard, J., & Virgona, J. (2006). Scaffolding Numeracy in the Middle Years
Project Findings, Materials, and Resources, Final Report submitted to Victorian Department of
Education and Training and the Tasmanian Department of Education, October. CD-rom subsequently
published electronically:
http://www.education.vic.gov.au/studentlearning/teachingresources/maths/snmy/snmyassessmult.htm
Stein, M., Remillard, J. & Smith, M. (2007). How curriculum influences student learning. In F. Lester, (Ed.),
Second handbook of research on mathematics teaching and learning, 319-369, Charlotte, NC:
Information Age Publishing and NCTM
Willis, S. (2002). Crossing Borders: Learning to count. Australian Educational Researcher, 29(2), 115-130.
Wolk, R. (2009, April). Why were still at risk The legacy of five faulty assumptions. Education Week,
28(29), 30-36

Dianne Siemon, RMIT University

Reys, B. (2008, July). Mathematics Curriculum: A vehicle for school improvement. Paper presented to
Topic Group 35, ICME 11, Mexico
Siemon, D. (2007). Assessment for Common Misunderstandings Levels 1 to 6. Web-based material
commissioned by the Victorian Department of Education and Early Childhood Development.
Available from
http://www.education.vic.gov.au/studentlearning/teachingresources/maths/common/default.htm
Siemon, D., Breed, M., Dole, S., Izard, J., & Virgona, J. (2006). Scaffolding Numeracy in the Middle Years
Project Findings, Materials, and Resources, Final Report submitted to Victorian Department of
Education and Training and the Tasmanian Department of Education, October. CD-rom subsequently
published electronically:
http://www.education.vic.gov.au/studentlearning/teachingresources/maths/snmy/snmyassessmult.htm
Stein, M., Remillard, J. & Smith, M. (2007). How curriculum influences student learning. In F. Lester, (Ed.),
Second handbook of research on mathematics teaching and learning, 319-369, Charlotte, NC:
Information Age Publishing and NCTM
Willis, S. (2002). Crossing Borders: Learning to count. Australian Educational Researcher, 29(2), 115-130.
Wolk, R. (2009, April). Why were still at risk The legacy of five faulty assumptions. Education Week,
28(29), 30-36

Dianne Siemon, RMIT University