A journey into multiplicative thinking by three teachers in a primary school is reported. A description of how the teachers learned to identify gaps in student knowledge is described along with how the teachers assisted students to connect multiplicative ideas in ways that make sense.


education, teaching, primary school, mathematics, multiplicative thinking


This document is protected by copyright and is reproduced in this format with permission of the copyright owner(s); it may be copied and communicated for non-commercial educational purposes provided all acknowledgements associated with the material are retained.

Find in your library

Included in

Education Commons