NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ850119
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-2014
Children's Understanding of the Inverse Relation between Multiplication and Division
Robinson, Katherine M.; Dube, Adam K.
Cognitive Development, v24 n3 p310-321 Jul-Sep 2009
Children's understanding of the inversion concept in multiplication and division problems (i.e., that on problems of the form "d multiplied by e/e" no calculations are required) was investigated. Children in Grades 6, 7, and 8 completed an inversion problem-solving task, an assessment of procedures task, and a factual knowledge task of simple multiplication and division. Application of the inversion concept in the problem-solving task was low and constant across grades. Most participants approved of the inversion-based shortcut but only a slight majority preferred it. Three clusters of children were identified based on their performance on the three tasks. The inversion cluster used and approved of the inversion shortcut the most and had high factual knowledge. The negation cluster used the negation strategy, had lower approval of the inversion shortcut, and had medium factual knowledge. The computation cluster used computation and had the lowest approval and the weakest factual knowledge. The findings highlight the importance of addressing the multiplication and division inversion concept in theories of children's mathematical competence. (Contains 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Grade 7; Grade 8; Grade 9; Intermediate Grades; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A