The authors define two mathematical cognitive verbs which are fundamental to the development of mathematical thinking and reasoning. They distinguish between 'describing' and 'explaining' in relation to doing mathematics, rather than using them interchangeably.

Students often show difficulties in understanding rational numbers. Often, these are related to the natural number bias, that is, the tendency to apply the properties of natural numbers to rational number tasks. Although this phenomenon has received a lot of research interest over the last two decades, research on the existence of qualitatively…

By using high-leverage models to connect student learning experiences to overarching concepts in mathematics, teachers can anchor learning in ways that allow students to make sense of content on the basis of their own prior experiences. A rectangular area model can be used as a tool for understanding problems that involve multiplicative reasoning.…

Elementary standards include multiplication of single-digit numbers and students advance to solve complex problems and demonstrate procedural fluency in algorithms. The ability to illustrate procedural fluency in algorithms is dependent on the development of understanding and reasoning in multiplication. Development of multiplicative reasoning…

The capacity to recognise, represent, and reason about relationships between different quantities, that is, to think multiplicatively, has long been recognised as critical to success in school mathematics in the middle years and beyond. Building on recent research that found a strong link between multiplicative thinking and algebraic, geometrical,…

While mathematics education is key to the post-school outcomes of students with disabilities, it has received less attention in research and practice compared with other aspects of educating this population. Skill maintenance is particularly crucial in mathematics because students build upon prior knowledge across grade levels. They also need to…

In this study, I use a systemic functional linguistics approach to examine mathematics classroom discourse with the aim of providing a plausible explanation of how students could actively participate in productive classroom discussions without adopting ways of reasoning that were accepted in the classroom community. In this way, I work in the…

We present a synthesis of findings from constructivist teaching experiments regarding six schemes children construct for reasoning multiplicatively and tasks to promote them. We provide a task-generating platform game, depictions of each scheme, and supporting tasks. Tasks must be distinguished from children's thinking, and learning situations…

The present study contrasts mathematical knowledge that two sixth-grade teachers apparently used when teaching fraction multiplication with the Connected Mathematics Project materials. The analysis concentrated on those tasks from the materials that use drawings to represent fractions as length or area quantities. Examining the two teachers'…

This article offers specific strategies to diagnose and remediate difficulties students may have in learning multiplication facts. Analyzes strategies students use to go from a known fact to an unknown fact. The point is made that, for many students, the order of interpretation of a number fact may affect accuracy. (DB)

Discussed are preservice elementary teachers' misconceptions and inconsistent beliefs about multiplication and division with decimals. Sources of inconsistencies and recommendations for overcoming inconsistencies are included. (KR)

Identifies the types of reasoning involved in middle grade mathematics with regard to multiplicative structures and the difficulties students have with the concepts, why these difficulties might occur, and the interconnections within this content area. Offers four recommendations for the preparation and professional development of teachers.…