Introducing multiplication using a rich task
In this paper, I show that lower primary school students might take significant developmental steps in their multiplicative thinking through their engagement in a rich task, even before they are formally introduced to multiplication. As part of a study of rich tasks in lower primary school, the results presented here stem from a videorecording of two 7-8-year-olds as they collaborate to create as many rectangles as possible using exactly 24 centicubes. The data were collected before they were formally introduced to multiplication. Drawing on Mulligan and Mitchelmore’s description of multiplicative thinking, I present results showing that over the course of one lesson, the students go from using a direct counting approach to using more advanced multiplicative thinking. These results point to the potential benefits of using rich tasks in introducing new mathematical topics, providing teachers with insight to students’ relevant competencies and initial conceptual understanding. Keywords: Multiplicative thinking, rich tasks, inquiry, arithmetic.
Publisert i 2025
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