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?
Erik D. Jacobson, email@example.com, 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.