In My Opinion: Too Little, Too Early

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Mathematicians and university math educators insist that multiplication is not repeated addition; however, the interpretation works when solving most elementary school mathematical problems. Sure, mathematicians might make a distinction, but does such hair splitting matter to third graders? Should it matter to their teachers?

Contributor Notes

Erik D. Jacobson, ejacobsn@uga.edu, is a mathematics education doctoral student at the University of Georgia who is interested in the knowledge that teachers need to teach rational number concepts effectively. A high school mathematics teacher before graduate school, he worked with elementary and middle school colleagues to increase the coherence of district-wide mathematics instruction from kindergarten through grade 12.

(Corresponding author is Jacobson ejacobsn@uga.edu)
Teaching Children Mathematics

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