Proficiency in mathematics across the United States has become an area of concern as performance on state accountability tests continues to demonstrate that less than 50% of students in 4th and 8th grade are proficient in mathematics (NCES, 2013). With such large numbers of students lacking proficiency in mathematics, systematic interventions that…

A multiple-probe-across-problem-sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication-fact fluency development in seven third-grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group-administered, metronome-paced…

How multiplication is usually taught in school and how it could be taught are discussed. Development of understanding is illustrated through children's words and work. (MNS)

Describes the psychological analysis of the instruction of the concept of multiplication in the former Soviet Union. Presents a system of instructional situations in introducing multiplication and the main results of instruction for grade two. (MDH)

Applies the Lesh Translation Model to develop conceptual understanding by showing relationships between five modes of representation proposed by Lesh to learn multiplication of fractions. Presents five teaching activities based on the translation model. (MDH)

This paper studies the difficulties children have solving word problems that correspond to one of the situations modeled by multiplication; that of a ratio (e.g. "candies per box"), multiplied by an extensive quantity (e.g. "boxes") (I x E). Sixty children were individually observed solving and repeating I x E problems. Various…

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)

Suggests that children enter school with a great deal of informal intuitive knowledge of mathematics that can serve as the basis for developing much of the formal mathematics of the primary school curriculum. Describes a research-based model of children's thinking that teachers can use to interpret, transform, and reframe their informal or…

This volume of the 27th International Group for the Psychology of Mathematics Education Conference includes the following research reports: (1) The Affective Views of Primary School Children (Peter Grootenboer); (2) Theoretical Model of Analysis of Rate Problems in Algebra (Jose Guzman, Nadine Bednarz and Fernando Hitt); (3) Locating Fractions on…