Situated multiplying in primary school: counting instead of adding !

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The paper describes an empirical investigation about the arithmetical strategies of primary school children dealing with mutiplicative real-world situations. We constructed three multiplicative settings, similar to each other in their arithmetical structure but different in the situational contexts. 66 second-graders - age 7 to 8 - and 56 third-graders - age 8 to 9 - solved in pairs of two of these problems. The results show that children did not use addition as their main strategy but preferred counting and number patterns. Several hypothesis are discussed explaining these results. The conclusions drawn depend on the preferred hypothesis.
Original languageEnglish
Title of host publicationDevelopments in Mathematics Education in German-speaking Countries : Selected Papers from the Annual Conference on Didactics of Mathematics, Bern, 1999
EditorsHans-Georg Weigand, Neville Neill, Andrea Peter-Koop, Kristina Reiss, Günter Törner, Bernd Wollring
Number of pages9
PublisherVerlag Franzbecker
Publication date2002
ISBN (Print)3-88120-328-1
Publication statusPublished - 2002
Externally publishedYes
Event33. Jahrestagung der Gesellschaft für Didaktik der Mathematik - 1999 - Bern, Switzerland
Duration: 01.03.199905.03.1999
Conference number: 33