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Assessing Elementary Understanding of Multiplication Concepts
Author(s) -
Smith Stephanie Z.,
Smith Marvin E.
Publication year - 2006
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2006.tb18171.x
Subject(s) - multiplication (music) , memorization , mathematics education , curriculum , computer science , meaning (existential) , arithmetic , number sense , psychology , pedagogy , mathematics , combinatorics , psychotherapist
This article summarizes the basic concepts of multiplication and provides some evidence that the traditional third‐grade curriculum and instruction emphasizing memorization of multiplication facts produces much less understanding of the basic concepts of multiplication than a standards‐based curriculum and instruction emphasizing construction of number sense and meaning for operations. This study also describes a collection of assessment tasks that provided meaningful evidence of children's understandings of basic multiplication concepts, including understandings of the relationships between multiplication and addition.