International Journal of Mathematics Trends and Technology
Volume 24 | Number 1 | Year 2015 | Article Id. IJMTT-V24P502 | DOI : https://doi.org/10.14445/22315373/IJMTT-V24P502
Multiplicative thinking or reasoning is developed out of addition by learners. In spite of this, multiplicative reasoning or thinking is a complex operation, requiring higher order multiplicative thinking. Though developed out of addition, multiplication and division present formidable force to students as equal grouping (repeated addition) used as a model for teaching Multiplication and division, is blamed for its lack of other multiplicative ideas and its constriction of fuller meaning and understanding of these operations. This study carried an investigation into the development of children’s progression from additive to multiplicative thinking or reasoning. The study involved 81 pupils (drawn from both experimental and control groups) in Cape Coast Metropolis. The study was a quasi experimental design, involving Control and Experimental groups. Participants were interviewed individually. The results indicate the following three levels that children were identified with as they progressed through multiplicative thinking from additive thinking: additive thinking, multiplicative thinking with no immediate success and multiplicative thinking with immediate success. It was concluded that using multiple contexts in teaching multiplication and division impacted well on pupils’ multiplicative thinking.
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Stephen Rowland Baidoo, "Multiplicative thinking ability among primary school pupils," International Journal of Mathematics Trends and Technology (IJMTT), vol. 24, no. 1, pp. 17-23, 2015. Crossref, https://doi.org/10.14445/22315373/IJMTT-V24P502
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