A research-based framework for assessing early multiplication and division strategies

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    Abstract

    This paper describes the integration of multiplication and division strategies within a research-based Learning Framework in Number (NSW Department of Education and Training, 1998). The framework, consisting of six levels of multiplication and division knowledge is described in order of increasing sophistication of modelling, counting, grouping and sharing processes. Assessment tasks show a progression from initial grouping and counting to abstract composite units, to repeated addition and subtraction and to multiplication and division as operations. The framework, which is integral to the Count Me In Too Project is currently being implemented in years K-2 in NSW schools.
    Original languageEnglish
    Title of host publicationProceedings of the 21st annual conference of teh Mathematics Education Research Group of Australasia Inc.
    EditorsR. Zevenbergen
    Place of PublicationGriffith University
    PublisherMathematics Education Research Group of Australasia
    Pages404-412
    Number of pages8
    Publication statusPublished - 1998

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