Students' Reasoning on Multiplication in the Context of a Primary School Classroom

This study examined third-grade students' reasoning and discussions on multiplication when they initially encounter it in the classroom. The aim of the study was to analyse the data from teaching and learning multiplication in 24 classrooms and, thus make a contribution to the research and conceptualisations about students' reasoning and strategy use in multiplication. The results revealed various features from previous findings, as well as new aspects which are helpful to characterise students' multiplication reasoning. Findings revealed students employed general reasoning about the concept and different characteristics of multiplication. They broadened the context by going beyond the actual example and focusing on mathematical relationships. They placed strong emphasis on using addition when working with multiplication; this could cause tension in teacher-student discussions. The results are discussed in relation to previous studies of students' multiplicative reasoning and implications for practice are elaborated upon.