The relationships between three critical elements, and the associated mathematical language, to assist students to make the critical transition from additive to multiplicative thinking are examined in this article by Chris Hurst.

Marlene Chesney describes a piece of research where the participants were asked to complete a calculation, 16 + 8, and then asked to describe how they solved it. The diversity of invented strategies will be of interest to teachers along with the recommendations that are made. So "how do 'you' solve 16 + 8?"