Division of the Solution of Multiplication Problems

Year: 1985

Author: Cooper, Martin

Type of paper: Abstract refereed

The strategies used by children when solving open-sentence multiplication problems were examined in an endeavour to verify earlier findings based on chronometric analysis. Fifty children who had formally learned multiplication but not division each solved twelve problems involving equations of the form X x []- Y and an equal number of the form [ ] x X = Y. Their solution strategies were defined from the manner in which they grouped manipulative material. The results indicate that children tend to solve these kinds of problems in such a way that the solution procedure has the minimum number of steps, thus verifying results obtained by chronometric analysis. The findings suggest
Lhat children informally learn the division process while they- are being formally taught multiplication and implies that perhaps both procedures should be presented simultaneously.