This Fourth Edition of TAKING SIDES: SPECIAL EDUCATION presents current controversial issues in a debate-style format designed to stimulate student interest and develop critical thinking skills. Each issue is thoughtfully framed with an issue summary, an issue introduction, and a postscript. An online instructor’s manual with testing material is available for each volume. USING TAKING SIDES IN THE CLASSROOM is also an excellent instructor resource with practical s… More >>
Taking Sides: Clashing Views in Special Education
When Teaching, Multiplication Just Doesn’t Add Up
Teaching multiplication is a case in point, this is because it involves merging new information and ability with the knowledge the children have previously acquired (in particular, addition skills).
We will look at two studies that observed developmental changes in the understanding of mathematics then teaching multiplication. These are the changes in the children’s comprehension of mathematics between single-digit addition and simple multiplication.
The first study dealt with teaching multiplication to third-graders, fifth-graders, and adults. The subjects performed simple addition or multiplication in mixed- and blocked-operations formats. There were substantial interfering effects from related knowledge found at all age levels, believe it or not. However, these problems were much more apparent in the younger children tested.
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