Abstract
60 female students were observed four times during Grades 2 and 3 as they solved the same set of 24 multiplication and division problems with a wide variety of semantic structures. Students used three main intuitive models for both multiplication and division problems: direct counting, repeated addition and multiplication operations with a fourth model, repeated subtraction occurring only in division problems. The most popular model was repeated addition. Children's intuitive understanding of multiplication and division developed largely as a result of their recognising the . equal group structure common to all multiplicative structures. The findings are in contrast to those of Fischbein et al. (1985).
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 18th annual conference of the Mathematics Education Reserach Group of Australasia |
| Editors | B. Atweh, S. Flavell |
| Place of Publication | Darwin |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 427-433 |
| Number of pages | 7 |
| Publication status | Published - 1995 |