Evaluating Four Instruction Sequences for Teaching Multidigit Multiplication Through the Distributive Principle

• In Event: Poster Session 1
  In Poster Session: Division C Section 1c Poster Session: Research in Mathematics Education

Abstract

The current study examined the effect of different sequences of instructional approaches for teaching the distributive principle for multi-digit multiplication. Third graders practiced according to one of four sequences: Algebra-Arithmetic, Algebra-Area, Arithmetic-Algebra, and Area-Algebra. All sequences produced improvements in solving practiced 2D x 2D problems. Critically, the Area-Algebra and Arithmetic-Algebra sequences had the largest effect sizes, with the former better for participants with some prior knowledge of 2D x 2D multiplication and the latter better for participants with no prior knowledge. All sequences produced improvements on transfer tasks, with the Area-Algebra sequence producing the largest improvement for transfer (unpracticed 2D x 2D) problems. Finally, improvements were most associated with prior knowledge of single-digit addition and subtraction – not multiplication – facts.

Authors

• Soo-hyun Im, University of Minnesota - Twin Cities

• Sashank Varma, University of Minnesota