Children's developing multiplication and division strategies

Michael Mitchelmore, Joanne Mulligan

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review


    60 female students were observed 4 times during Grades 2 and 3 as they solved the same set of 24 multiplication and division word problems. From the correct responses, various calculation strategies were identified and grouped into categories.It was found that the students used three main categories of calculation strategy:direct counting, repeated addition and multiplicative operation. A fourth category,repeated subtraction, only occurred in division problems. The results are interpreted as showing that children acquire an expanding repertoire of calculation strategies,and that the strategy they employ to solve any particular problem reflects the mathematical structure they impose on it.
    Original languageEnglish
    Title of host publicationProceedings of the 20th annual conference of the International Group for the Psychology of Mathematics Education
    EditorsL. Puig, A. Gutierrez
    Place of PublicationUniversity of Valencia
    PublisherInternational Group for the Psychology of Mathematics Education
    Number of pages8
    Publication statusPublished - Jul 1996


    Dive into the research topics of 'Children's developing multiplication and division strategies'. Together they form a unique fingerprint.

    Cite this