A design study to develop young children’s understanding of multiplication and division

Bicknell, Brenda; Young-Loveridge, Jenny; Nguyen, Nhung X.

doi:10.1007/s13394-016-0180-4

Cited by 10 publications

(4 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Even though the child might have been introduced some notions related to addition in the kindergarden or by his family, he has not been formally trained on addition which happens in the grade 1. Therefore, like Bicknell et al, (2016), this study also challenges the hypothetical learning trajectory which situates learning of multiplication after the formal introduction of addition.…”

Section: Discussionmentioning

confidence: 98%

“…However, studies show that before formal schooling, young children can demonstrate some aspects of multiplicative thinking (Bakker et al, 2014), for example by extracting the invariant proportional relationship between two numerical magnitudes (McCrink & Spelke, 2010). Therefore, choosing a young participant, this study also contributes to the discussion of whether multiplicative thinking can be developed with instruction in younger ages (as per Askew, 2018) and whether the ordering of the mathematical topics in the curriculum documents that positions learning of multiplication after addition based on a hypothesized developmental learning progressions can be challenged (as per Bicknell, et al, 2016).…”

Section: Simon Fraser University Educational Reviewmentioning

confidence: 95%

See 1 more Smart Citation

Reciprocal Influences in a Duo of Artefacts

Güneş

2021

sfuer

View full text Add to dashboard Cite

The combined use of a physical pedagogical artefact and its digital counterpart is described as a duo of artefact. In the literature, duos of artefacts are mostly presented with a certain order: non-digital artefact is followed by the digital counterpart. This study examines the influence of reciprocal use of artefacts in a duo on a 5-year-old child’s identification of multiplicative relationships between the objects. Data is created through the video record of two clinical interviews with the child. The results showed that the reciprocal use of the artefacts enriched the child’s experiences of each artefact and mediated the relationships which were important for multiplicative thinking.

show abstract

Section: Discussionmentioning

confidence: 98%

Section: Simon Fraser University Educational Reviewmentioning

confidence: 95%

Reciprocal Influences in a Duo of Artefacts

Güneş

2021

sfuer

View full text Add to dashboard Cite

show abstract

“…Especially mastery of the single-digit multiplication table is an important aim of primary education, as it forms the basis for other operations such as division and multi-digit multiplication (van der Ven, Straatemeier, Jansen, Klinkenberg, & van der Maas, 2015). The teaching of multiplication provides some particular challenges for teachers in order to help pupils develop a conceptual understanding of these operations (Bicknell, Young-Loveridge & Nguyen, 2016). Pupils' problem in learning Mathematics especially in the operation of the basic multiplication facts started since they were in Year Two where they need to learn the multiplication tables from one to five and the tables from six to nine when they were in Year Three (Norhayati Ahmat, Nurul Huda Mohamed, Nor…”

Section: Problem Statementmentioning

confidence: 99%

“…Learning multiplication is an essential part of our child's primary education. Early multiplication problems involve discrete quantities, and instead of a student being exposed to multiplication such as 4 x 5, the word problem provides a context where the size of the group (multiplicand) and the number of groups (multiplier) are made explicit within the word problem (Bicknell, Young-Loveridge, & Nguyen, 2016).…”

Section: Multiplicationmentioning

confidence: 99%

DEVELOPMENT AND EVALUATION OF DoCtor WoRM’S MODULE IN IMPROVING MULTIPLICATION SKILLS AMONG YEAR FOUR LOW ACHIEVERS

May¹,

Ahmad²

2019

Preprint

View full text Add to dashboard Cite

The purpose of this study is to develop and evaluate the effectiveness of DoCtor WoRM’s Module in improving multiplication skills among Year Four low achievers in National-Type Chinese Primary School (SJKC). DoCtor WoRM’s Module had been designed based on Constructivist Theory, mastery learning, and game-based learning. The module was developed based on Sidek’s Module Development Model. Quantitative approaches with quasi-experimental design were used for this study. A number of 60 Year Four low achievers from Manjung District were selected using random sampling. The sample was divided into the treatment and control groups. The former went through a teaching and learning process using DoCtor WoRM’s Module, while the latter learnt through traditional teaching. After the pre-test, three months of intervention was carried out to both groups of sample, followed by a post-test. Data was analysed using descriptive and inferential statistics. Dependent t-test showed that there was a significant increase in the achievement of treatment group from pre-test (M = 59.47, SD = 27.242) to post-test (M = 91.53, SD = 12.566), t(29) = 6.254, p < .001. The independent t-test had shown that the achievement of multiplication skills in post-test of treatment group (M = 91.53, SD = 12.566) is higher than the post-test of control group (M = 79.17, SD = 22.588), t(58) = 2.621, p < .012. As a conclusion, DoCtor WoRM’s Module has improved the multiplication skills among Year Four low achievers in SJKC. This study implicates that DoCtor WoRM’s Module should be applied to the low achievers in Malaysia in order to improve their Mathematics achievement particularly in multiplication skills.

show abstract