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Numeracy continuum - aspect 5

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The idea of multiplication as repeated addition is not far from the mark and can be a useful way of thinking about multiplying whole numbers. However, division problems rarely encourage the use of repeated subtraction. The different styles of division questions encountered emphasise the identification and use of units.

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The Multiplicative Situation

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Learning and assessment framework for multiplicative thinking - Di Siemon 

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Learning and assessment framework for multiplicative thinking - Di Siemon 

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Learning and Assessment Framework for Multiplicative Thinking: The Eight Zones

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NZ maths multiplication and division

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Developing the big ideas of number - Hurst and Hurrell

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The Development of Multiplicative Thinking in Young Children

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The Development of Multiplicative Thinking in Young Children

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‘The foundations for some later concepts are being laid years before full understanding of the concept may manifest itself.

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‘The foundations for some later concepts are being laid years before full understanding of the concept may manifest itself.

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‘Instead of teaching children a set of ‘rules’ for working with numbers, and teaching ideas like multiplication and division as separate entities, more effective teaching would focus on reasoning about why numbers behave as they do when operating, and understanding how multiplication and division are different ways of describing the same situation.’

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‘Instead of teaching children a set of ‘rules’ for working with numbers, and teaching ideas like multiplication and division as separate entities, more effective teaching would focus on reasoning about why numbers behave as they do when operating, and understanding how multiplication and division are different ways of describing the same situation.’

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‘The importance of multiplicative thinking as a ‘big idea’ of mathematics has been well documented, as has the importance of ‘big ideas’. Charles (2005) asserted that ‘big ideas’ “link numerous mathematical understandings into a coherent whole”, make connections, and that “good teaching should make those connections explicit” (p. 10). Multiplicative thinking is one such ‘big idea’.’

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‘The importance of multiplicative thinking as a ‘big idea’ of mathematics has been well documented, as has the importance of ‘big ideas’. Charles (2005) asserted that ‘big ideas’ “link numerous mathematical understandings into a coherent whole”, make connections, and that “good teaching should make those connections explicit” (p. 10). Multiplicative thinking is one such ‘big idea’.’