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).
|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|
|Number of pages||7|
|Publication status||Published - 1995|
Mulligan, J., & Mitchelmore, M. (1995). Young children's intuitive models of multiplication and division. In B. Atweh, & S. Flavell (Eds.), Proceedings of the 18th annual conference of the Mathematics Education Reserach Group of Australasia (pp. 427-433). Darwin: Mathematics Education Research Group of Australasia.