Equivalence and relational thinking: opportunities for professional learning

In this article an argument for the use of collaborative professional learning teams to improve teaching and children's achievement is presented together with an explanation of how this can be done. The case provided in this article concerns children's understanding of equivalence and the way in which teachers together can explore children's conceptions and misconceptions held by children in their classroom. An effective teaching strategy using a number talk about a true/false number sentence is also described.