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ERIC Number: ED500991
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 6
Abstractor: Author
Reference Count: 10
Multiplicative Strategies of New Zealand Secondary School Students
Irwin, Kathryn C.
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p111-116
Secondary school students' use of multiplicative strategies in an exploratory New Zealand Numeracy Project was examined. This Numeracy Project enabled teachers to interview each of their students concerning their mathematical knowledge and strategies. The percentage of students who used multiplicative strategies increased from initial to final assessment. However, the percentage of the students from two low socio-economic schools was significantly lower, both at the initial and final assessment, than that from two upper socio-economic schools. It is suggested that it may be inappropriate to expect secondary school students to repeat the progress through additive stages that Piaget reports for younger children. Instead, it may be better to move them directly to multiplicative thinking. (Contains 1 footnote and 2 tables.) [This Project is copyright by the New Zealand Ministry of Education. This research into the effectiveness of the project is also funded by the New Zealand Ministry of Education. For complete proceedings, see ED500858.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand