Of the four mathematical operators, division seems to not sit easily for many learners. Division is often described as "the odd one out". Pupils develop coping strategies that enable them to "get away with it". So, problems, misunderstandings, and misconceptions go unresolved perhaps for a lifetime. Why is this? Is it a case of "out of sight out…

The multiplicative principle is the tool allowing the counting of groups that can be described by a sequence of events. An event is a subset of sample space, i.e. a collection of possible outcomes, which may be equal to or smaller than the sample space as a whole. It is important that students understand this basic principle early on and know how…

In the September 2010 issue of "Mathematics Teaching," Tom O'Brien offered practical advice about how to teach addition, subtraction, multiplication, and division and contrasted his point of view with that of H.H. Wu. In this article, the author revisits Tom's examples, drawing on his methodology while, hopefully, simplifying it and giving it…

Multiplication facts are difficult to teach. Therefore many researchers have put a great deal of effort into finding multiplication strategies. Sherin and Fuson (2005) provided a good survey paper on the multiplication strategies research area. Kolpas (2002), Rendtorff (1908), Dabell (2001), Musser (1966) and Markarian (2009) proposed the finger…

The author has been prompted to write this article about finger multiplication for a number of reasons. Firstly there are a number of related articles in past issues of "Mathematics Teaching" ("MT") which have connections to this algorithm. Secondly, very few of his primary teaching students and professional colleagues appear to be aware of the…

Most people struggle to process information auditorily but this is often the way that it is taught. Presents a highly effective method for teaching multiplication that can be accessed at students' fingertips. (ASK)

Presents an activity on visualizing fingers for arithmetic, counting, and multiplication. (ASK)

A description is given of a game used to give a continuous review of multiplication facts and illustrate certain properties. (MP)

A method is discussed for learning the multiplication tables that avoid repeating tables everyday or memorizing a large body of facts at the same time. (MN)

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)

A description is given of a lesson on two digit multiplication with nine-year olds that utilizes trial and error and partitioning of the problem in a discovery type approach. (MN)

An example of a lesson involving calculators that focused on calculator use is given. An examination of the traditional algorithm by the students led to student-directed investigations. (MP)

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)

An approach to teaching multiplication and division with negative numbers that focuses on graphs to illustrate concepts is revealed. The material and problems used are presented with comments on the teaching methods applied with 11-year-olds. (MP)