A journey into multiplicative thinking by three teachers in a primary school is reported. A description of how the teachers learned to identify gaps in student knowledge is described along with how the teachers assisted students to connect multiplicative ideas in ways that make sense.

Lorraine Day and Derek Hurrell provide a convincing argument for using arrays to promote students' understandings of mental computation strategies for multiplication. They also provide a range of different examples that illustrate the benefits of arrays in the primary classroom.