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Download full textJorgensen, Cody; Smith, Amy; Tzur, Ron; Johnson, Heather L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2019
We address the question: How can a student's conceptual transition, from attending only to singleton units (1s) given in multiplicative situations to distinguishing composite units made of such 1s, be explained? We analyze a case study of one fourth grader (Adam, a pseudonym) during the course of a video recorded cognitive interview. Adam's case…
Descriptors: Multiplication, Thinking Skills, Mathematics Instruction, Mathematical Concepts
