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Does the cue help? Children's understanding of multiplicative concepts in different problem contexts
Author(s) -
Squire Sarah,
Davies Charlotte,
Bryant Peter
Publication year - 2004
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1348/0007099042376364
Subject(s) - commutative property , distributive property , distributivity , context (archaeology) , multiplicative function , reciprocal , psychology , multiplication (music) , social psychology , mathematics , pure mathematics , linguistics , combinatorics , paleontology , mathematical analysis , philosophy , biology
Background: Understanding arithmetical principles is a key part of a conceptual understanding of mathematics. However, very little attention has been paid to children's understanding of multiplicative, as compared to additive, principles. Aims: This study investigated(a) children's ability to use commutative and distributive cues to solve multiplication problems, (b) whether their ability to use these cues depends on the problem context, and(c) whether separate mechanisms might underlie children's understanding of commutativity and distributivity. Sample: Twenty‐seven 9‐year‐olds (Year 5) and thirty‐two 10‐year‐olds (Year 6). Methods: Forty‐eight multiplication problems (with a multiple‐choice response format) were presented to children. There were four types of problem: Commutative, Distributive, Combined commutative‐distributive(all preceded by a cue) and No cue problems. Each type of problem was presented in three different contexts: Isomorphism of measures, Area, and Cartesian product. Results: Children demonstrated a good understanding of commutativity but a very poor understanding of distributivity. A common mistake in the distributive problems was to select the number that was one more, or one less, than the answer in the cue. Children's understanding of distributivity (but not commutativity) seemed to depend on the problem context. Factor analysis suggested that separate factors underlie the ability to solve commutative and distributive problems. Conclusions: Nine‐ and 10‐year‐olds understand commutativity, but are unable to use the distributive principle in multiplication. Their errors suggest that they may confuse some of the principles of multiplication with those of addition. When children do begin to understand the principle of distributivity, they most easily apply it in the context of Isomorphism of measures multiplication problems. The implications for mathematical education are discussed.