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dc.contributor.authorHurst, Chris
dc.contributor.authorHurrell, D.
dc.date.accessioned2017-03-24T11:52:46Z
dc.date.available2017-03-24T11:52:46Z
dc.date.created2017-03-23T06:59:49Z
dc.date.issued2016
dc.identifier.citationHurst, C. and Hurrell, D. 2016. Investigating Children’s Multiplicative Thinking: Implications for Teaching. European Journal of STEM Education. 1 (3): 56.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/51339
dc.identifier.doi10.20897/lectito.201656
dc.description.abstract

Multiplicative thinking is a ‘big idea’ of mathematics that underpins much of the mathematics learned beyond the early primary school years. This article reports on a recent study that utilised an interview tool and a written quiz to gather data about children’s multiplicative thinking. Our research has so far revealed that many primary aged children have a procedural view of multiplicative thinking which we believe inhibits their progress. There are two aspects to this article. First, we present some aspects of the interview tool and written quiz, along with some of findings, and we consider the implications of those findings. Second, we present a key teaching idea and an associated task that has been developed from our research. The main purpose of the article is to promote the development of conceptual understanding of the multiplicative situation as opposed to the teaching of procedures. In doing so, we encourage the explicit teaching of the many connections within the multiplicative situation and between it and other ‘big ideas’ such as proportional reasoning and algebraic thinking.

dc.publisherLectito
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.titleInvestigating Children’s Multiplicative Thinking: Implications for Teaching
dc.typeJournal Article
dcterms.source.volume1
dcterms.source.number3
dcterms.source.startPage1
dcterms.source.endPage11
dcterms.source.issn2468-4368
dcterms.source.titleEuropean Journal of STEM Education
curtin.departmentSchool of Education
curtin.accessStatusOpen access


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