Children's responses to two types of multiplication problems

Margaret A. Hervey State College of Iowa, Cedar Falls, Iowa

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How should multiplication be defined in the elementary school mathematics program? How do children conceptualize mutiplicative situations prior to classroom instruction in multiplication? Answers to these quest ions appear to be based on opinion rather than on the results of research.


Professor Hervey is a member of the mathematics department at State College of Iowa

Contributor Notes

1The research reported here is based on the author's unpub lished doctoral dissertation at the University of Wisconsin.

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