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dc.contributor.authorHurst, Chris
dc.date.accessioned2018-08-08T04:43:45Z
dc.date.available2018-08-08T04:43:45Z
dc.date.created2018-08-08T03:50:39Z
dc.date.issued2017
dc.identifier.citationHurst, C. 2017. Children Have the Capacity to Think Multiplicatively, as long as …. European Journal of STEM Education. 2 (3): pp. 1-14.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/70162
dc.identifier.doi10.20897/ejsteme/78169
dc.description.abstract

Multiplicative thinking has been widely accepted as a critically important ‘big idea’ of mathematics and one which underpins much mathematical understanding beyond the primary years of schooling. It is therefore of importance to consider the capacity of children to think multiplicatively but also to consider the capacity of their teachers to teach multiplicative thinking in a conceptual manner. This article focusses specifically on the conceptual links between the multiplicative array, the notion of numbers of equal groups in the multiplicative situation, factors and multiples, the commutative property of multiplication, and the inverse relationship between multiplication and division. A study involving a large sample of primary school students found that whilst most students demonstrated an understanding of some of the aforementioned elements, hardly any of the students were able to connect the ideas or to explain them in terms of each other. As a consequence of the findings, the impact of teacher knowledge on children’s capacity to think multiplicatively was considered.

dc.publisherLectito
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.titleChildren Have the Capacity to Think Multiplicatively, as long as …
dc.typeJournal Article
dcterms.source.volume2
dcterms.source.number3
dcterms.source.startPage1
dcterms.source.endPage14
dcterms.source.issn2468-1954
dcterms.source.titleEuropean Journal of STEM Education
curtin.departmentSchool of Education
curtin.accessStatusOpen access


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