Share
Pin it!
Google Plus




Subscriber? Sign in to access.


 

Multiplication Strategies and the Appropriation of Computational Resources

Bruce Sherin, Karen Fuson 

July 2005, Volume 36, Issue 4, Page 347

Abstract:
This article proposes a taxonomy of strategies for single-digit multiplication, then uses it to elucidate the nature of the learning tasks involved in multiplication. In preceding work, it has generally been assumed that much of children's strategy development is driven by changes in their general conceptual capabilities relating to number. In  contrast, we argue that, during the period in which single-digit multiplication is the focus of explicit classroom attention, changes in strategy use are primarily driven by the learning of number-specific computational resources. For this reason, we categorize  multiplication strategies based upon the number-specific resources that are employed in their execution. To support our conclusions, we draw from a corpus of interviews with third-grade students that were conducted before, during, and after  instruction in multiplication.

Keywords:
Qualitative
Article
Grades 6-8
Numbers and Operations
Teacher
Manipulatives
Problem Solving / Problem Posing
Professional Development / Teacher Education
Representation
Theory