The importance of multiplicative thinking in supporting students' learning of key topics and success in further mathematics is widely and clearly stated in mathematics education literature. However, multiplicative thinking is not clearly stated in curriculum documents of many countries including Australia. In the "Australian Curriculum:…

In this article, we use a two-dimensional assessment to examine the experimental impacts of a mathematics learning trajectory-oriented formative assessment program on student strategies for problems involving multiplication and division. Working from the theory that the development of students' multiplicative reasoning involves improvements in…

This study investigated the developmental influence of collaborative games, in the form of game-based worksheets, on the performance and attitudes of sixth-graders in the mathematics classroom. It is posited that games have the potential to enhance learning through positive emotional experiences. Non-digital game-based learning methodologies are…

Discusses examples of children's invented equal-sharing strategies that lay a foundation for reasoning about equivalence by connecting ideas from multiplication, division, and fractions. (KHR)

This study, written in French, presents the hierarchy of strategies used by children in solving multiplication and division problems, as they acquire the linear function concept. It is based on analysis of the different classes of problems, of specific tasks, and of strategies actually used in solutions. (MP)

It is difficult for students to unlearn misconceptions that have been unknowingly reinforced by teachers. The examples "multiplication makes bigger,""pi equals 22/7," and the use of counter examples to demonstrate the numerical property of closure are discussed as potential areas where misconceptions are fostered. (MDH)

Six fifth-grade students with learning and/or behavioral/emotional disabilities received peer tutoring on multiplication and division facts using 3 drill and practice conditions varying in the ratio of unknown to known facts (30:70, 50:50, and 70:30). Five of the students mastered facts at a faster rate in the 70% unknown/30% known condition. (DB)