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By Guershon Harel

“An first-class cutting-edge sourcebook.” — Anna O. Graeber, college of Maryland, collage Park

Two of an important options young children strengthen steadily all through their arithmetic schooling years are additivity and multiplicativity. Additivity is linked to events that contain including, becoming a member of, affixing, subtracting, setting apart and elimination. Multiplicativity is linked to events that contain duplicating, shrinking, stressing, sharing both, multiplying, dividing, and exponentiating.

This publication provides multiplicativity when it comes to a multiplicative conceptual box (MCF), now not as person recommendations. it's awarded when it comes to interrelations and dependencies inside, among, and between multiplicative options. The authors proportion the view that study at the mathematical, cognitive, and tutorial elements of multiplicative strategies needs to be located in an MCF framework.

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Extra resources for The Development of Multiplicative Reasoning in the Learning of Mathematics

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Investigating children's schemes, therefore, is tantamount to investigating the building blocks of mathematical thinking and opens new vistas for school mathematics (Steffe, 1983a).  Only when teachers take into account and build on schemes a student already has constructed can they bring new material within reach of the student in an informed way; Page 8 and conversely, being able to construct new ways and means of operating fosters a sense of power and control in the student that more than anything else enhances motivation.

These methods, however, eventually become dysfunctional in current school mathematics programs because the children are discouraged from using them in favor of standard methods, imposed upon them by their teachers.  159).  50).  But, from the perspective of the two theoretical Page 5 premises mentioned, the process of education or teaching takes on the specific form of guiding the student's conceptual construction rather than imparting the "correct," adult way of doing things.  Hence, there is no reason whatever to assume that the child will interpret the formulation of a given problem in the way that seems "obvious" to the adult or the teacher; nor is there any reason to assume that the child could "see" that a particular way of proceeding must lead to a result that constitutes the solution.

1983; Steffe and Cobb, 1988).  A statement by David Hawkins (1973) at the Second International Congress of Mathematical Education provides a sharp characterization of my approach.  28–29).  In the context of scheme theory, I operationalize reflective abstraction as those accommodations children make in their schemes in experiential contexts to neutralize perturbations that are introduced through their actions (von Glasersfeld, 1991; Steffe, 1991b).  In my view, these meanings of multiplication are based on the mathematical concepts of the authors' of the report cited rather than on their attempts to modify those concepts to construct a multiplication of children.

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