Students’ use of strategies when working on multiplication tasks with array representations: An eye-tracking study
| dc.contributor.author | Lai, Jingyi | |
| dc.contributor.author | Baumanns, Lukas | |
| dc.contributor.author | Simon, Anna L. | |
| dc.contributor.author | Lilienthal, Achim J. | |
| dc.contributor.author | Schindler, Maike | |
| dc.date.accessioned | 2025-01-10T16:50:37Z | |
| dc.date.available | 2025-01-10T16:50:37Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | Students’ understanding of multiplication, especially the development of basic ideas (“Grundvorstellungen”), is an important aspect in mathematics education. The focus of this study is on the spatial-simultaneous basic idea, often supported by using array representations (AR). Through eye tracking, we investigated the strategies used by 163 fifth-graders on multiplication tasks with AR. We found that the students used a counting-all strategy in almost 20% of the tasks, i.e., they did not use multiplicative structures, indicating difficulties in their understanding of multiplication. | en |
| dc.identifier.uri | http://hdl.handle.net/2003/43310 | |
| dc.identifier.uri | http://dx.doi.org/10.17877/DE290R-25142 | |
| dc.language.iso | en | |
| dc.publisher | Gesellschaft für Didaktik der Mathematik | de |
| dc.relation.ispartof | Beiträge zum Mathematikunterricht 2024 | de |
| dc.relation.ispartofseries | Beiträge zum Mathematikunterricht 57 | |
| dc.subject | Schnittstelle Grundschule und Sekundarstufe I | de |
| dc.subject | Arithmetik | de |
| dc.subject | Diagnose und Förderung | de |
| dc.subject | Heterogenität & Inklusion im Mathematikunterricht | de |
| dc.subject | Digitalisierung & Mathematik | de |
| dc.subject.ddc | 510 | |
| dc.title | Students’ use of strategies when working on multiplication tasks with array representations: An eye-tracking study | en |
| dc.type | Text | |
| dc.type.publicationtype | ConferencePaper | |
| dcterms.accessRights | open access | |
| eldorado.secondarypublication | false |