Representing and Understanding Multiplication

Harries, A.; Barmby, P.W.

doi:10.1080/14794800008520169

Representing and Understanding Multiplication

Harries, A.; Barmby, P.W.

Authors

Dr Tony Harries a.v.harries@durham.ac.uk
Combined Role

P.W. Barmby

Abstract

In this paper, we examine the importance of representations, in particular with respect to the understanding of multiplication by primary school pupils. We first of all look at the theoretical background to representations in mathematics. In particular, we look at the use of the array representation for reasoning with and understanding multiplication. We then describe some preliminary work that we have carried out, examining Year 4 and Year 6 pupils' use of the array representation for multiplication calculations. Using a novel methodological approach of recording children's workings on a computer, we observed that the array representation can be a powerful tool for supporting work in multiplication. At the same time, we also observed pupils who were unable to access the mathematical meanings of the representation. Further work is needed to understand such difficulties when developing the use of the array as a tool for mathematical understanding.

Citation

Harries, A., & Barmby, P. (2007). Representing and Understanding Multiplication. Research in Mathematics Education, 9(1), 33-46. https://doi.org/10.1080/14794800008520169

Journal Article Type	Article
Publication Date	Nov 1, 2007
Deposit Date	Feb 4, 2009
Publicly Available Date	Feb 4, 2009
Journal	Research in Mathematics Education
Print ISSN	1479-4802
Electronic ISSN	1754-0178
Publisher	Taylor and Francis Group
Peer Reviewed	Peer Reviewed
Volume	9
Issue	1
Pages	33-46
DOI	https://doi.org/10.1080/14794800008520169
Publisher URL	http://my.nctm.org/eresources/journal_home.asp?journal_id=1