Proposes a four-category classification of semantic structures of one-step word problems involving multiplication and division: forming the n-th multiple of measures, combinatorial multiplication, composition of operators, and multiplication by formula. This classification is compatible with semantic structures of addition and subtraction word…

Discussed is the topic of least common multiple (LCM), a rationale for its importance, and suggestions for when and how to teach it. (RH)

How multiplication is usually taught in school and how it could be taught are discussed. Development of understanding is illustrated through children's words and work. (MNS)

An education major enrolled in a mathematics education course ponders confusing definitions of "multiplication" functions in dictionaries and in a handout on Euclid. This student teacher wants to teach elementary students what multiplication really is, not just impart an algorithmic skill. (MLH)

This discussion concerns itself with difficulties encountered by students in multiplication and concludes that when children understand a problem they can usually solve it. (MP)