### Abstract

This article proposes a taxonomy of strategies for single-digit multiplication, then uses it to elucidate the nature of the learning tasks involved in multiplication. In preceding work, it has generally been assumed that much of children's strategy development is driven by changes in their general conceptual capabilities relating to number. In contrast, we argue that, during the period in which single-digit multiplication is the focus of explicit classroom attention, changes in strategy use are primarily driven by the learning of number-specific computational resources. For this reason, we categorize multiplication strategies based upon the number-specific resources that are employed in their execution. To support our conclusions, we draw from a corpus of interviews with third-grade students that were conducted before, during, and after instruction in multiplication.

Original language | English (US) |
---|---|

Pages (from-to) | 347-395 |

Number of pages | 49 |

Journal | Journal for Research in Mathematics Education |

Volume | 36 |

Issue number | 4 |

State | Published - Jul 1 2005 |

### Fingerprint

### Keywords

- Children's strategies
- Cognitive theory
- Elementary, K-8
- Learning
- Multiplication, division

### ASJC Scopus subject areas

- Mathematics (miscellaneous)
- Education

### Cite this

*Journal for Research in Mathematics Education*,

*36*(4), 347-395.

}

*Journal for Research in Mathematics Education*, vol. 36, no. 4, pp. 347-395.

**Multiplication strategies and the appropriation of computational resources.** / Sherin, Bruce L; Fuson, Karen.

Research output: Contribution to journal › Review article

TY - JOUR

T1 - Multiplication strategies and the appropriation of computational resources

AU - Sherin, Bruce L

AU - Fuson, Karen

PY - 2005/7/1

Y1 - 2005/7/1

N2 - This article proposes a taxonomy of strategies for single-digit multiplication, then uses it to elucidate the nature of the learning tasks involved in multiplication. In preceding work, it has generally been assumed that much of children's strategy development is driven by changes in their general conceptual capabilities relating to number. In contrast, we argue that, during the period in which single-digit multiplication is the focus of explicit classroom attention, changes in strategy use are primarily driven by the learning of number-specific computational resources. For this reason, we categorize multiplication strategies based upon the number-specific resources that are employed in their execution. To support our conclusions, we draw from a corpus of interviews with third-grade students that were conducted before, during, and after instruction in multiplication.

AB - This article proposes a taxonomy of strategies for single-digit multiplication, then uses it to elucidate the nature of the learning tasks involved in multiplication. In preceding work, it has generally been assumed that much of children's strategy development is driven by changes in their general conceptual capabilities relating to number. In contrast, we argue that, during the period in which single-digit multiplication is the focus of explicit classroom attention, changes in strategy use are primarily driven by the learning of number-specific computational resources. For this reason, we categorize multiplication strategies based upon the number-specific resources that are employed in their execution. To support our conclusions, we draw from a corpus of interviews with third-grade students that were conducted before, during, and after instruction in multiplication.

KW - Children's strategies

KW - Cognitive theory

KW - Elementary, K-8

KW - Learning

KW - Multiplication, division

UR - http://www.scopus.com/inward/record.url?scp=22544464993&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=22544464993&partnerID=8YFLogxK

M3 - Review article

AN - SCOPUS:22544464993

VL - 36

SP - 347

EP - 395

JO - Journal for Research in Mathematics Education

JF - Journal for Research in Mathematics Education

SN - 0021-8251

IS - 4

ER -