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 language | English |
|---|---|
| Title of host publication | Proceedings of the 21st annual conference of teh Mathematics Education Research Group of Australasia Inc. |
| Editors | R. Zevenbergen |
| Place of Publication | Griffith University |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 404-412 |
| Number of pages | 8 |
| Publication status | Published - 1998 |