Primary purpose of this study was to investigate the processes underlying simple mental multiplication. (Author)

Students in grades four-six were asked to complete multiplication examples and write a story problem (reported earlier, SE 533 279). Their stories were categorized in terms of their logic and realism. Many errors were noted, leading to the conclusion that knowledge of multiplication does not necessarily lead to logical multiplication. (MNS)

Eighty-seven pupils in grades 4-6 completed five multiplication examples and wrote a problem for another example. They were reasonably proficient, with mean scores of 82 percent in grade 4, 75 percent in grade 5, and 97 percent in grade 6. They did less well on developing a problem. (MNS)

Describes a teaching experiment examining the possibility of the redefinition of a multiplication problem from a problem of remembering, to a problem of figuring out why arithmetic rules make sense. (YP)

Examines adults from China and Canada solving single-digit multiplication problems. Reports that Chinese adults were faster and made fewer errors than Canadian adults, and Chinese adults made more errors that reflect verbal-production processes that may occur after retrieval whereas Canadian adults made more errors that reflect retrieval…

The focus is upon the introduction of multiplication within the framework of an algorithm program. Analysis of some observations of student solutions to multiplication problems is included. (MN)

A calculator activity, described as a bingo game, emphasizes speedy calculations as well as problem solving. (JT)

Identifies factors affecting problem solving strategies in the case of a multiplicative comparative situation involving three unknown quantities whose sum is known, and in which comparison relations between two pairs of the quantities are given. Proposes a model of the complexity of a word problem about such situation to analyze solution…

Sixty-four adults were tested on simple addition and multiplication problems presented in Arabic digit or English number-word format. Overall, response times and error rates were much higher with the word format, but more important, presentation format interacted with arithmetic operation and problem size. (DR)

The aim of this study was twofold. First, it evaluated the developmental changes on frequency of use, efficiency, and choice of counting strategies from childhood to adulthood. Second, it determined the adaptation of the counting strategies to the structural features of the task. Participants in seven age groups ranging from 5-year-old to…

A case is given against teaching division of fractional numbers. Types of problems usually solved by division are solved by methods involving only multiplication. (JP)

Using a great variety of word problems drawn from many contexts can make multiplication and division rules more relevant to the student's needs. (SD)

Suggestions for teaching problem solving which include the use of general models, variation of illustrations and terminology, and diagrams are illustrated for comparison multiplication word problems. (MN)