Kerri Richardson

Understanding children’s reasoning in multiplication problem-solving

ABSTRACT This article investigates two children’s intuitive thinking in solving multiplication problems from different educational backgrounds. One of the children is in a southern elementary school in the US. He was given the same problems both in first and second grades. The other child was a first grader in a southwest region of China, and she was given the same problems. The findings reveal a variety of intuitive thinking in solving the multiplication problems through addition beyond direct modeling and counting strategies. The authors also discussed how different educational backgrounds in early elementary mathematics education may affect children’s intuitive ideas and reasoning in solving multiplication problems. The study implies the importance of understanding children’s intuitive ideas of multiplication and highlights potential opportunities for developing children’s understanding of multiplicative thinking and algebraic thinking in earlier stages of arithmetic learning.

Signs and tools of algebraic reasoning: A study of models among fifth grade students.

Abstract This study focuses on the types of models created by students during algebraic pattern finding tasks. Attention is also given to the change in models over time. This is an important area of study because a closer look is needed to better understand the models created during mathematical activity, especially in the elementary classroom. It is reported here how fifth grade students used given concrete models and created new representations of models to reason algebraically about pattern finding tasks. Twenty-five fifth grade students participated in the three-day teaching experiment. Results indicate that students’ recursive models were abandoned and then transformed to explicit models, and finally adopted from others during whole class discussions. These adopted models in most cases were enduring over a six-week period.